Opportunities for participation in athletics among females have increased since the passing of Title IX in 1972, with the number of female student-athletes participating in NCAA athletics increasing since the 1980s (NCAA.org).  Since that time, however, the amount of female coaches has decreased, and the number of female and male athletic administrators is far from equal (NCAA.org).  According to the NCAA Gender Equity in College Coaching and Administration – Perceived Barriers 2007-2008 Report, various reasons may exist for females entering and/or staying involved in coaching and athletic administration leadership positions.  After exploring these contributing factors and possible barriers, I will focus on one of the suggestions cited in the report to increase female involvement in these careers: mentoring.  After examining the literature on types of mentoring (formal & informal), I will specifically explore the type of mentoring (informal, same-gender relationship) that is believed to be most effective when working with others.  Finally, I will address the importance of mentoring females towards careers in coaching and athletic administration, so as to assist women in navigating past the “glass ceiling” (Hymowitz & Schellhardt, 1986) and through the “labyrinth” (Eagly & Carli, 2007) of leadership position acquisition in athletics.