Tenure demands for scholarship and publication are increasing, with relatively little research on mentoring junior faculty and less on mentoring to craft journal articles. This qualitative self-study of mentoring experiences of three junior faculty members and their experienced mentor used portraiture methodology to address the research question, "How did the mentoring experience, from both mentor's and mentees' perspective, reshape our thinking and understanding of the journal article writing process?" Portraiture was employed somewhat differently, with mentor and mentee "painting" each other. Five emergent themes were found in the dyadic portraits written by proteges and mentor: beginnings, relationships, fears and worries, support and scaffolding, and outcomes. The mentoring relationships evolved from traditional to more collaborative, simultaneously becoming less hierarchical and involving cognitive and affective aspects. Crafting journal articles involved finding focus, backwards design, iteration, problem-finding, affirmation, and support. Eleven implications offer guidance for mentoring in university contexts and for future research.