As role models, mentors serve as moral exemplars to their proteges. Yet, since the mentoring literature gives scant attention to the mentor's role in protege moral education, mentors are largely unwitting participants in this process. Grounded in research from moral psychology and philosophy, this article provides guidance to mentors who want to be more intentional about the process of protege character development. Based upon a theoretical analysis, eight propositions are offered regarding ways mentors can help their proteges form character as an integrated system of motivation, emotion, knowledge and cognition through experience, reflection, and inspiration. (Contains 3 notes.)