Despite many years of discussion, research, and efforts to promote change, significant challenges remain in supporting junior faculty at U.S. research universities as they work toward long-term academic success. This reality is no less true in the neurosciences than in other disciplines. Moreover, many junior faculty face difficulties in achieving traditional measures of success—such as obtaining external funding, publishing in high-impact journals, attaining leadership positions, and securing promotions—at the pace necessary for career advancement. Although data on publications and funding rates are often incomplete, the main challenge for many early-career faculty is the lack of effective mentoring and institutional support at their own institutions. This deficit can limit progress toward traditional measures of success, such as attaining full professorships, chair positions, invitations to speak at symposia, roles as journal editors, and leadership positions in scientific societies. We believe these issues are linked—stronger mentoring and support would help more junior faculty achieve success in these areas, creating momentum and encouraging others to enter and remain in academic careers. Our evaluation of available programs in the U.S. indicates that there are limited opportunities to adequately assist early-career faculty in overcoming these challenges. To address this need, we propose the Mentoring Institute for Neuroscience Faculty Success (MINFS) to promote the advancement of junior neuroscience faculty at research universities. Defining success in terms of quality and quantity of manuscripts, grants submitted and funded, national visibility, mentoring of others, and professional advancement, we propose to establish a program based on the following hypothesis: The success of early-career neuroscience faculty can be substantially increased through an intensive, individualized educational program focused on (1) developing an individualized career plan and identifying a team of relevant mentors; (2) strong instruction in professional skills and the responsible conduct of research (RCR); (3) individualized and frequent mentoring by senior established faculty; (4) building an expanded professional network and peer-mentoring; and (5) promoting and enhancing faculty careers at their home institutions. To test this hypothesis, we will recruit 10 early-career neuroscience faculty each year who show strong promise for success. For each participant, we will develop a career development plan in collaboration with their mentoring team. To facilitate that plan, we will implement a two-year educational program consisting of (a) workshops, (b) intensive mentoring, (c) attendance at professional scientific meetings, (d) assistance in expanding professional networks, and (e) mechanisms to promote communication and peer-mentoring among participants. The impact of our efforts will be evaluated, and results disseminated through meetings and publications. We ...