New art teachers find themselves in the position of negotiating, among other things: the knowledge gained in university courses, their own past experiences as students in K-12 schools, pervasive social and cultural myths of teaching, the fact that teaching is ultimately an indeterminable act, and the complex relations of contemporary neoliberal school contexts. Teacher educators in universities recognize that the challenges faced by new art teachers are immensely complicated, and thus it is difficult to know how graduates of teacher preparation programs will ultimately approach art curriculum in their early years of teaching. The support that beginning teachers receive during their first years in the field, such as professional learning opportunities, teacher networks, curricular and pedagogical resources, and mentoring, can play a crucial role in how art curriculum unfolds amid the negotiations undertaken by the newest teachers in the field. This article offers an example of an attempt to think about and practice mentoring of early career art teachers with an eye toward the future. The authors offer the potential for mentoring grounded in analytical processes that are emergent, responsive, and artful. Processes that collaboratively move toward the future by encouraging new teachers--and their mentors--to become attuned to the always emergent opportunities for rupture and newness in daily acts of teaching.