This article examines the idea of mentoring and looks at the roles different individuals play in professional development within the preservice teacher education program. The major participants in the process are the preservice teacher, the college faculty members in the teacher education program who provide the foundational knowledge, and the practicing teachers who serve as cooperating teachers. All three must work collaboratively to develop and maintain a culture of mentoring. This culture should encourage preservice teachers to pursue continuing professional growth and connect preservice learning to the self-inquiry these new teachers should engage in throughout their teaching careers. (Contains 2 tables and 15 notes.)