New leaders in educational systems sometimes fail to live up to their potential, despite obvious talent, ability and enthusiasm. In part, this may be because they have no one with whom to discuss troublesome issues or to turn to with problems--or at least no one in whom they are comfortable confiding. Some school districts have mentor programs for new administrators and principals. These programs usually involve pairing the "rising star" with a peer--an experienced, knowledgeable colleague certainly yet nevertheless a co-worker who may not be trusted as a true confidant. Still other districts expect supervisors to act as mentors. These experienced individuals can provide helpful guidance and support, but people who are new in leadership positions often are not willing to confide problems or issues to their peers or supervisors for fear they will be perceived as weak or incompetent. The Protege Mentoring Program takes mentoring completely out of the realm of peer or supervisor relationships. What is more, it adds another critical dimension by acknowledging that mentoring an individual to professional success requires supporting the whole person, not just enhancing his or her job skills. It is a rare type of built-in support system, and it works.