Early childhood educators take on many roles over the course of their careers. One role is that of mentor. Although mentors serve a variety of functions, they primarily act as role models, facilitators, and collaborators (Kupila, Ukkonen-Mikkola, & Rantala, 2017). Mentors offer advice, guidance, counseling (Altes & Pinholster, 2013), support, and assistance. This arrangement can be formal, such as when it is organized through an organization, or informal, such as when a person asks someone with more experience to be their mentor. In early childhood education, mentoring can involve teachers working with volunteers, student interns, teacher's aides, assistant teachers, newer teachers, and/or experienced teachers. It is different from supervising, as mentors do not evaluate the person being mentored, the mentee (Walkington, 2005). There is a reciprocal process between the mentor and the mentee, as both grow during the mentoring process (Graves, 2010; Hobbs & Stovall, 2015; Kupila et al., 2017). This growth of mentor and mentee occurs in the context of their relationship, so the quality of the relationship is vital to the success of mentoring. This article outlines three components of an effective mentoring relationship in early childhood settings: (1) relationship-based practices; (2) communication; and (3) reflective practices. This is not a complete list of the ingredients for effective relationships; however, these are the essential, foundational elements needed to build and develop effective mentoring relationships in early childhood settings.