This exploratory study documents the practices of a group of mentor teachers (MTs) in high-need schools within a high-accountability district. These MTs support teacher candidates, called residents, in an urban teacher residency program. The primary research question--what are the mentoring practices of a group of strong MTs?--led the authors not only to examine the practices of these MTs but to consider the extent to which they purposefully met the learning needs of their mentees. In this article, they describe and illustrate what they term "learner-centered mentoring," a conceptual notion that emerges from our initial examination of the data. The authors use the descriptor "learner-centered" to highlight parallels between these mentors' practices and the tenets of learner-centered pedagogy described by educators and theorists, including John Dewey (1938, 1956), Maxine Greene (1978, 1984), Lev Vygotsky (1978), Lillian Weber (1974), and Deborah Meier (1995). Some of these tenets include a focus on the learner's needs, readiness, and purposes for learning; understanding the learner within a developmental trajectory; providing conditions for learner development and autonomy; and positioning the teacher as learner, observer, and supporter. The aim of this article is to illuminate a conception of mentoring "of" and "for" preservice teachers in ways that can support teacher preparation programs and host K-12 schools in strengthening MT development.