Mentoring has proved to be an effective supporting practice for students in higher education in terms of building networks, a stronger professional identity and guiding their career aspirations. However, we lack a deep understanding of what attracts experienced experts to invest time and energy into guiding students. The latest studies suggest that motives to mentor are strongly prosocial. In this qualitative study, we apply the concept of benevolence, which refers to the individuals' need to sense that they are positively impacting others' lives. The approach provides a new perspective on mentors' motives by directing the focus beyond actions they interpret as benefitting others to encompass how they interpret their impact on students and possibly acquire benefits themselves. Benevolent acts should not be considered solely from the perspective of benefitting the recipient but also are intended to provide something to the giver.