Experienced teachers often serve as mentors to novices. In this article, the authors explore a new variety of mentorship that is evolving as growing numbers of international teachers are hired to work in U.S. schools. It is stated here that effective mentoring, though not a guarantee, can significantly improve international teachers' cultural adaptation and classroom success. Even international teachers who are veterans in their native countries must still learn about local best practices. Furthermore, the authors offer vignettes to illustrate the issues that international teachers face, and the ways in which sound mentoring can help them settle in and teach successfully. (Contains 8 endnotes.)