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While mentoring programs continue to increase in number, the field still knows little about what kinds of interventions mentors do and the impact they have on beginning teachers. This article shares a case study example of a positive mentoring relationship—beginning teacher Madeleine, and her mentor, Kelly—extracted from a larger qualitative study investigating elementary beginning teachers and their mentors. Because of the complex nature of beginning teacher mentoring, more case studies of positive experiences need to be available for stakeholders to read. Teachers that are already mentors may learn from Kelly’s approach and can see the potential impacts they can have on a 1 st -year teacher. Equally important, teacher educators, policymakers, administrators, and other prospective mentors can become aware of the tremendous amount of time, energy and requisite skills required to be a quality mentor. A beginning teacher, Madeleine, and her mentor, Kelly—both classroom teachers in an urban elementary school in Virginia—were interviewed separately in September, December, and February to obtain perceptions of mentoring interventions occurring in the relationship and the perceived impact on Madeleine’s professional development. Madeleine also kept a journal of her thoughts and reflections about challenges in 1 st -year teaching and the presence, nature and impact of Kelly’s mentoring interventions. The study categorized activities into those that were supportive, challenging, or characterized as a two-way street, with each party learning and taking ideas from the other. [ABSTRACT FROM AUTHOR]