Two combined preparation and induction programs for teacher candidates at Memphis State University (Tennessee), the Master of Arts in Teaching (MAT) program and the Lyndhurst program, utilize a mentoring approach to professional development for program interns and beginning teachers. Each candidate has two mentors: a pedagogical mentor from the College of Education and a practitioner mentor representing the cooperating school. Area specialist mentors are also used. This provides a mechanism for establishing closer collaboration between higher education personnel and secondary school professionals, making new teacher preparation a joint responsibility. This also provides an opportunity to elevate the status and image of outstanding practitioners while taking advantage of their unique abilities. A description is given of how the mentorship support system operates in both the MAT program and the Lyndhurst program. (JD)