The purpose of this study was to examine the processes for sharing teaching expertise used by award winning professors. The central research question of this study was: How do expert teaching professors share their expertise with mentees? A qualitative study with semi-structured interviews was used to gather the perspectives from these professors and their mentees. Expert teaching professors faced barriers to sharing teaching knowledge. They were cautious not to trespass cultural codes of professionalism and individualism in the higher education setting. Additionally, they struggled to overcome environmental barriers, such as working schedules and physical settings. Given these limitations, they found safe ways to share their teaching expertise.