In Australia, mentoring has been incorporated into the induction process for principals, aspirant leaders and beginning teachers. However, internationally three significant impediments to mentoring success have been identified in the literature: insufficient time; mentors' lack of professional expertise; and personality mismatches. To address these issues, a skills training program was developed in Victoria that utilized the principles of adult attachment theory and time-limited therapy. The model, consisting of six developmentally focused mentoring meetings, was introduced to principals across grade levels. A mixed methods analysis, carried out post-training, found significant improvement in the skills set and confidence levels of mentors (i.e. experienced school principals). An unexpected benefit was an improvement in the health and wellbeing of some mentors and proteges (i.e. aspiring assistant principals and a few teacher-leaders). In addition to the results that emerged from qualitative analysis, directions for future research are discussed. (Contains 1 figure, 2 tables, and 1 endnote.)