Good mentoring is not an easy process. From the research literature on mentoring, people know that there are critical factors that affect the mentoring relationship and process: the selection of mentors, whether or not mentors and proteges are assigned, how formal or informal the relationship is, how mentors might or might not be rewarded for their contribution, and whether professionals can find the time for mentoring (Little, 1990; Smith & Ingersoll, 2004). People also know that effective mentors possess rich and sophisticated content, curricular, and pedagogical knowledge, and they also have strong communication skills that can serve to support the protege professionally and psychosocially (Kram, 1985; Stedman & Stroot, 1998; Stroot et al., 1998). From the studies in this monograph, the authors have learned that good intentions are not enough to facilitate good mentoring, and that good mentoring can be characterized in many different ways. In this final chapter they provide: (a) an overview of findings from these studies, (b) recommendations with regard to mentoring and mentoring research, and (c) directions for future research.