This study focuses on the use of mentoring by a peer as a way to help teachers of marketing to develop their teaching skills. Using self-ethnography, we elaborate on the potential of intradepartmental faculty mentoring in teaching (FMIT) to enhance the quality of marketing education. The study describes FMIT, a novel type of mentoring, reviews its benefits, and reveals the threats to its rewarding implementation. Three major elements related to rewarding intradepartmental mentoring were identified--organizational support, knowledge sharing in mentoring discussions, and handling emotions in mentoring. Accordingly, FMIT requires the establishment of an official status and permanent support structure. An existing colleague relationship and a long-term experience of collaboration provide facilitative conditions both for knowledge sharing and other rewards for both actors. The courage and ability to give and receive constructive feedback makes the mentoring relationship mutually beneficial. Organizational support in the form of training and coaching reduces the emotional challenges, further highlighting the importance of organizational commitment to FMIT. (Contains 2 tables, 1 figure and 4 notes.)