Supervision of psychologists in training continues to be a valued component of teaching skills and professional development and continues to be researched as part of the professional commitment to process and treatment outcomes. Concomitantly, mentoring within training venues and professional peer consultative venues is gaining recognition as an essential element of professional development. Surprisingly, supervision and mentoring have not been viewed in any integrated or related way in our continued exploration and investigation of each as a construct or as process variables in training. This presentation 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. Ethical implications of mentoring in training are identified and addressed. (Contains 16 references.) (Author/JDM)