This study investigates beginning teacher induction programs; what is known about experienced teachers acting as mentors; what mentors do and how they think about their work; and what novices learn from their interactions with them. This case study describes how one support teacher, Pete Frazer, a 30-year veteran, defines and enacts his role with beginning teachers. Based on 10 hours of interview data and 10 hours of observational data, specific principles and strategies that shape Frazer's practice and methods he utilized to learn this kind of work are considered. He defines the essence of mentoring in terms of adopting a stance of co-thinker rather than expert, and achieving a balance between the desire to share personal knowledge of good teaching with the need to help novices construct their own versions. Findings suggest that in his role as mentor, Frazer contributed to the learning of beginning teachers, and also learned himself; this learning helped him become a better support teacher and a better classroom teacher; the learning occurred through collaboration and experimentation within a professional learning community. Mentoring presumes the value of discourse about teaching and learning among teachers. (LL)