ABSTRACT Researchers used constructivist grounded theory within a feminist standpoint theory framework to examine female counselor educators’ ( n = 15) mentorship experiences throughout their academic careers. Findings yielded a feminist, process‐centered model for mentoring female counselor educators (FRMM) that emphasizes relational and holistic development while navigating academic systems. The FRMM focuses on the efficacy of mentorship processes, rather than just on the context of female identity. Findings and implications are discussed considering the current literature.