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In this study we test a process model of relational identification and trust formation in the context of mentoring relationships. Through a time-lagged, two-wave study design, we test whether trust mediates the relationships between identification and both positive (personal learning and perceptions of relationship quality) and negative (abusive mentoring and turnover intentions) mentoring outcomes for protégés. Results support the presence of identification-based trust in relation to mentoring. We find that high levels of identification-based trust foster skill development and high quality relationships, while low levels are related to perceptions of abusive mentoring and turnover intentions. Additionally, adopting a moderated mediation analytical approach, we examine the moderating effect of interpersonal conflict on the mediated relationships. Results suggest that interpersonal conflict is detrimental when …