The relationship between students and faculty members is central to their academic success and development in undergraduate programs, especially those who are from underprivileged and underrepresented communities. Although there are numerous studies that delve into the nuances of how these interactions benefit students, much less has been researched about the professor’s perspective on how their teaching modality affects their students’ performance in and out of the classroom environment. Some of the main foci of this study are to uncover what pre-health professors recommend for their students in creating stronger relationships with faculty members, approaching difficult classes, and preparing themselves for postgraduate degrees. Based on in-depth interviews with 13 senior and junior professors at Arizona State University, we find various similarities and differences in their teaching approach according to rank, gender, discipline, and campus location. Overall, our qualitative findings emphasize the significance of undergraduate pre-health students reaching out to create connections with faculty members by going to office hours and starting research early to make the most of their college education.