In an era of specialization and standardization, what might the liberal arts offer to preservice teachers as they prepare for their participation in a demanding profession? The authors posit that teacher education programs housed in liberal arts institutions can provide rich mentoring opportunities for teacher candidates. While faculty in teacher education programs have traditionally worked closely with teacher candidates, these initiatives can extend learning beyond the required practica and P-12 classroom experiences. As a result of intentional mentoring by education faculty, undergraduates appear to show academic and professional growth, as well as spiritual and personal development. The process through which this has been accomplished in one AILACTE-member college is described and further illustrated with two examples. The authors conclude by offering recommendations for faculty, teacher education programs, and AILACTE institutions. (Contains 2 figures.)