A qualitative study of the perceptions of mentoring by early childhood teachers provides evidence for the concept of transformation for both mentor and protege in their personal and professional development. The concept of mentoring in early childhood education is presented as a viable strategy in the effort to professionalize early childhood staff. The broad research question asked was: "What does a mentoring experience mean to a mentor and a protege?" An interview strategy was applied and questions were developed; coding of interviews is discussed. A model of transformation through mentoring relations, derived from the research findings, is presented. Dimensions identified as integral to the mentoring process at different stages are discussed. The second level of data analysis generated five major themes that provide a structure for the development of relationships. Themes identified are: (1) mentoring builds a foundation for growth and change; (2) mentoring promotes personal development; (3) mentoring promotes professional growth; (4) mentoring changes both mentors and proteges; and (5) mentoring provides benefits to both mentors and proteges. Findings are summarized and implications are discussed. (EMK)