Due to current teacher shortages, there is renewed interest in mentoring beginning teachers for induction. Induction is an intellectually rigorous process of enculturating novice teachers into the professional teaching community (Carver-Thomas et al., 2020). Induction programs build on novice teachers' experiences in university teacher preparation programs by providing intensive mentor support (Commission on Teacher Credentialing, 2016). Induction programs are required to establish robust mentoring systems, which include training and meaningful support for mentors. This study examined how a video club model (van Es & Sherin, 2004) supported induction mentors in their professional learning. Understanding mentor professional learning in the context of induction programs is important because approximately half of new teachers leave the profession within their first 2 years (Carver-Thomas et al., 2020). A group of induction mentors participated in a series of professional development meetings in a video club context. Initially designed to assist mentors in analyzing video of novice teachers' instructional practices, the video club focus shifted to analyzing video recordings of mentor practices. Individual mentor interviews were audio recorded both prior to and after video club participation. A reflexive thematic analysis of the interview transcriptions (Braun & Clarke, 2006) showed how the video club influenced mentor knowledge and practice. The practice of highlighting and discussing significant features of coaching conversations and leveraging video of classroom instruction during coaching conversations led to new conceptualizations of mentoring for induction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]