This report presents information collected at a pre-conference roundtable on various aspects of mentoring programs which are seen as a potential solution to the staffing crisis in early childhood education. Part 1 defines the terms "mentoring" and "mentoring programs." It describes the nature of the relationship between mentors and proteges, the goals common to all mentoring programs, and some general principles that can serve to guide program development. Part 2 discusses how a skilled and stable work force can be built through mentoring and identifies the significant outcomes for mentors themselves. This section also includes a sampling of mentors' testimonials about how mentoring has changed their lives personally and professionally. The successes and barriers faced by seven mentoring programs are presented in Part 3 of the report. Successes are related to the ability to provide relevant training to committed teachers and providers, and the chance to recognize mentors' skills and commitment. Obstacles are centered around the availability of and access to resources. The key considerations in the three phases of program development (initiation, implementation, and expansion) are discussed in Part 4. Part 5 considers the following critical issues involved in institutionalizing mentoring programs: (1) funding and compensation; (2) standards; (3) access; (4) leadership and advocacy; and (5) curriculum. The last part of the report cites the need for a national early childhood mentoring alliance, resource materials for mentoring programs, a program developers' network, and a mentor network. Appendices contain nine references, the roundtable agenda, and a list of participants. (BAC)