This case study examines the understudied phenomenon of teacher mentoring for global competence and brings attention to the relationship between the self-identified secondary school teachers who participate in an international service-learning (ISL) project in Nicaragua and a Non-Government Organization (NGO) which facilitates these short, but intensive, ISL experiences. All of the participating schools are part of a publically-funded Catholic school district in the Canadian province of Ontario. The NGO, Canadian Youth Abroad (CYA), establishes the programmatic framework for the experience as they have staff and local partner agencies in Nicaragua. The teachers who travel with the students are mentored and accompanied on the trip by their more experienced peers -- teachers who have prior experience in Nicaragua with the program. The "veteran" teachers have developed the administrative skills associated with organizing such trips and they reserve these duties to themselves. The mentoring process concentrates on imparting to the new teacher-participants the particular values of the program. These values challenge the dominant charitable "help the poor" model of north-south engagement. The teacher-mentors, following the CYA solidarity model, stress the values of reciprocity and solidarity between the Canadian and the Nicaraguan participants. [For the complete Volume 12 proceedings, see ED597979.]