This study examines the mentoring practices of a mentor teacher who was actively engaged in creating an inquiry-focused, year-long internship, noting the intern-mentor dyad's negotiation of a successful learning context as perceived by the intern, the mentor, and a university faculty member. Data collection involved both ethnographic and phenomenological methods, including journal entries written by mentors and interns, field notes, interviews, e-mails, meeting minutes, and observation sheets. The researcher made periodic member checks with the mentor, intern, principal, and university supervisor. The intern participated in ongoing weekly discussion with the researcher, and the mentor participated in three interviews. Collaborative teaching was central to the mentoring, as was a high degree of purposeful, professional dialogue with the intern. The inquiry-oriented mentoring involved making problem posing a part of the professional culture within the classroom so the intern would develop a problem posing stance toward professional practice over the course of the internship. (SM)