In this paper, the authors argue that multi-mentoring can be applied in a global, interdisciplinary context to undergraduate research, and make the case for moving beyond the traditional one-to-one model as the default for inquiry into undergraduate research practices. The paper includes descriptions of relevant multi-mentoring and co-mentoring models, and offers suggestions for implementing multi- and co-mentoring practices to advance the undergraduate experience. In their conclusion, the authors note that institutions will need to assist faculty mentors in overcoming some of the challenges that accompany starting out with multi-mentoring.