This study examined the relationship between secure base script representations, mentor-student representations and entering college students' beliefs and expectations of mentoring relationships. For this study, we used the original attachment script methodology to assess college students' knowledge and access to a secure base script. We adapted the narrative script methodology to include word prompt outlines relevant to the experiences of students in academic settings to assess their views and representations of mentor-students interactions. We developed a First Year Student Survey (FYSS) to examine the impact of early experiences at home and in school prior to entering the University environment on college students' beliefs and expectations of mentoring relationships. The survey included items that tapped into general demographic information, family academic history, cultural models, future career goals, previous mentoring experiences at home and in high school as well as beliefs and expectations of close relationships and social support. The attachment and the mentor-student scripts assessment were significantly and positively correlated r=.44, p<.001, N=79, suggesting that knowledge and access to a secure script contributes to students' understanding and expectations of how mentor-student relationships work. Experiences at home and in school with mentors-like figures played a significant role in the articulation of a mentor-student script. Furthermore, a principal component analysis of survey items that tapped into attitudes toward mentoring relationships produced a primary variable that was best described as a "Positive Attitude toward Mentoring Relationships as both as Possible and Useful Resource". This principal component was significantly and positively correlated with the attachment scripts, mentor-student scripts, previous high school mentoring experiences and total number of mentors.