This paper describes an effective mentoring approach involving an undergraduate preservice teacher and a college instructor designed to increase the instructor's computer literacy. The mentoring effort placed the teacher as learner and the undergraduate student as technology mentor. The pair established weekly meeting times and shared goals and objectives for their collaborative sessions. The mentoring relationship provided a risk-free atmosphere within which the teacher could ask basic questions. Initially, the student provided assistance in response to the teacher's very basic computing questions, but eventually, the student introduced more complex productivity tools. The collaboration resulted in the teacher's increased technological competencies which could be applied in an undergraduate teacher preparation course. The teacher went from using technology in very basic ways to infusing technology to enhance academic content and skill areas involving thinking, decision making, and problem solving. The student felt that the mentorship included three important elements of effective technology use: using positive reinforcement appropriately, supporting faculty as they set personal and professional technology goals, and applying a lesson from higher education (individualize technology supervision). (Contains 24 references.) (SM)