Beginning teachers have much to learn about teaching (Odell 1990), including navigating their own classrooms and learning new school procedures and policies. Mentors can assist beginning teachers in making the difficult transition from student to teacher. Smith and Ingersoll (2004) examined data from a national survey and found that beginning teachers who had the support of mentors and well-planned induction programs experienced increased job satisfaction and self-efficacy. This month’s column describes how experienced teachers can be effective mentors and the benefits of a mentor-mentee relationship that can be obtained as a result.