The purpose of this paper is to discuss the refocusing of traditional pre-service/post-graduate education programs using the Collaborative Responsive Education Mentoring Model (CREMM). This mentoring model is particularly relevant as serviced-focused and less research intensive universities shift their mission and purpose of teaching to a scholar-teacher model for research development. The concept of mentoring has changed dramatically in the past decade as downsizing, reorganization, and uncertainty become a part of the daily functioning of higher education institutions. As traditionally defined, mentoring is a one-to-one relationship between a senior person and junior person, such as between a faculty member and a pre-service teacher candidate or practicing teacher. The authors assert that these relationships are changing in schools of education where teaching is now considered secondary to research in institutions that previously held teacher education as a principal objective. (Contains 2 figures.)