Exploring principals' experiences with early career mentorship is relevant to the overall success of schools. However, scholars explain there is more to understand about mentorship for school leaders. Guided by Kram's (1983) Theory of Mentoring, this qualitative descriptive phenomenological study explored how principals with recent mentorship exposure have experienced their early career mentorship, and especially, its role in their continuing as an educational leader. The study had two research questions: RQ1: What was it like for principals to experience early career mentorship, and RQ2: What was it about the early career mentorship experience that contributed to continuing as an educational leader? The study employed 10 School principals who were mentored in the last 5 years and work in public, private, or charter schools in Colorado. All principals participated in virtual one-on-one semi-structured interviews. The data were analyzed using Braun and Clarke's thematic analysis. Research findings suggest principals: (a) describe mentorship as successful and meeting expectations, (b) describe learning soft and technical skills through supportive mentorship, (c) describe mentorship providing leadership development and sustainable career outcomes, (e) describe connecting with additional mentors and an ideal mentorship framework based on their experiences. The results highlight the importance of understanding principals' experiences with early career mentorship. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]