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Research experiences are important to undergraduate academic life, and many students conducted research during the COVID-19 pandemic, amid disruptions. Undergraduate researchers receive mentorship from faculty mentors and, sometimes, postgraduate mentors. Little is known about the role of multiple mentors’ competency in the science personal-identity and science social-identity of undergraduate students. Using primary data collected in 2020 (n = 841), the authors examine both faculty and postgraduate mentor competency and the impact of COVID-19 on undergraduate researchers. Having both types of mentors is beneficial for students’ science identities unless both the faculty and postgraduate mentor exhibit low competency. COVID-19 had no discernable impacts on either science identity. Findings suggest that faculty and program directors should consider mentor training to increase competency and to involve postgraduate mentors in undergraduate research experiences.