Research gives little insight into the nature of mentor-protege relationships in academic settings. This article is, therefore, an attempt to stimulate thought, discussion, and research on the goals of formal mentorship in special education doctoral programs. The role of mentor in doctoral preparation is discussed from both the student and the faculty member points of view. From the student’s point of view, the mentor should be a role model personifying good teaching, scholarship, and leadership. From the faculty point of view, a mentor should also be committed to sharing and to growth. Mentorship is a mutually rewarding process of renewal that assures both a continuing supply of scholars to the profession and the continued growth of the established scholar-mentor.