Supervision of psychologists-in-training continues to be a valued component of teaching skills and professional development. Mentoring within training venues and professional peer consultative venues is gaining recognition as an essential element of professional development. This paper illuminates some of the fundamental values and elements of mentoring and supervision and offers suggestions for movement toward an integrated perception of the two functions in training and professional development. The merging of these roles partially results from shared expectations of students for role-modeling, encouragement and support, and relational growth through both mentoring and supervision. Some of the suggestions given for those who supervise and those who mentor include: (1) discuss expectations of the relationship from the perspective of the supervisor and supervisee; (2) be alert to boundary issues that can be blurred by mixed roles; (3) male supervisors and mentors should be aware of the socialized power dynamics that can play out differently with male and female supervisees; and (4) women supervisors and mentors should be aware of cross-gender dynamics in mentoring men. (Contains 20 references.) (JDM)