There is an alternative to conventional teacher mentorship. The authors describe and analyze a promising model of mentorship where multiple mentees and mentors, each with varying levels of experience, engage collaboratively in the study of teaching practice. They have found that well-designed contexts in which beginning and experienced teachers engage in educative conversation and examination of shared teaching practice offer avenues for rich learning for all involved. Such contexts must shift mentoring from an emphasis on roles and relationships to an emphasis on supporting the learning of new teachers to do the work of teaching (Feiman-Nemser).