The practice of mentoring new teachers is spreading widely. School systems are finding that beginning teachers who have access to intensive mentoring are less likely to leave teaching. With the growing acceptance of the need to mentor novice teachers comes the danger that schools will attempt to implement mentor programs without paying adequate attention to the factors that create mentor/mentee relationships that provide growth and satisfaction for both participants. Simply bringing two adults together is no guarantee of success. The practice of mentoring new teachers is spreading widely. Based on his own experience mentoring a new teacher, in this article, the author offers valuable tips for those considering entering into this challenging and mutually enriching relationship.