Much has been researched and written about mentoring faculty generally in academic medicine, particularly related to research mentoring. Little is known from research about the mentoring practices for early career faculty in academic medicine that will prepare them to flourish in their teaching throughout their careers. My research addressed this gap in the mentoring literature by using a grounded theory approach to identify specific mentoring practices that contribute to and militate against early career faculty flourishing in teaching. Using interviews with educational leadership and early career faculty, observations of mentoring and document review, I developed the S-iR-O grounded theory. The S-iR-O grounded theory includes the three spheres of practices: Situational (S), individual-Relational (iR), and Organizational (O). These spheres of practices are interactional and overlapping as not all mentoring practices are discrete to a single sphere. Within the S-iR-O grounded theory 18 mentoring practices were identified which contribute to and eight mentoring practices which militate against flourishing in teaching. [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.]