During the last several years as a teacher educator mentoring new teachers, the author has worked on two programs of research that included ways of focusing early-career teachers on students and their learning. These research programs shed light on needs of new teachers and ways mentor questioning and processes of classroom inquiry can have an impact. Steven Athanases uses findings and examples from studies he and colleagues have conducted, as well as from work of others, to offer ideas for English language arts teachers and leaders to conduct student-learning focused mentoring of new ELA teachers through questioning and inquiry. (Contains 2 figures.)