The purpose of this grounded theory qualitative research study was to explore how relational motivations influenced mentoring relationships for Extension educators at a Midwestern land-grant university. This study was part of a larger research study that focused on the construction of a theoretical framework that described the mentoring processes experienced by Extension educators. The findings revealed the relational motivations of mentees and mentors that influenced mentorship in Extension, providing new insight about positive work relationships in a specific organizational context. This research study has implications for new employee trainings, mentoring program designs, and professional development opportunities, and it supports further assessment of mentoring and positive work relationships in Extension and, more broadly, agricultural education.