This study examined the use of science professors acting as mentors to enhance the science competency of early childhood educators. Findings indicate that mentor-mentee dyad interactions varied; however, mentors were able to assist with curriculum, science content, and resources. Although standards-based units were developed, there was little "real" science inquiry present. Findings did not support a higher-quality product that involved a mentoring relationship versus a nonmentoring relationship. The mentors' lack of impact may have resulted from how the teacher candidate/science professor dyads "positioned" themselves relative to the others in developing a standards-based science unit. (Contains 1 table.)