In this article, Shelly Hudson Bowden, a kindergarten teacher for 14 years, offers her observations of peer-to-peer mentoring relationships among her kindergarten students that they formed and maintained. These mentoring relationships supported students' learning as they mentored one another in both "social" and "academic" situations. Bowden offers a model of components that supports children's engagement with learning as she reports on shared news stories of peer-to-peer and teacher-to-teacher mentoring relationships.