Although much deserved attention has been paid recently to the mentoring and development of beginning English and language arts (ELA) teachers in middle and secondary school settings, we know relatively little about effective approaches to mentoring beginning English teacher educators. As a community of professionals dedicated to the teaching and learning of English, language arts, and literacy studies, the mentoring and professional development of English teacher educators occupies an important place in our field; yet, it is an area that has been severely underrepresented in research and suggestions for best practice. Toward that end, we describe how the nature of our extended participation in a professional mentoring program for beginning English education faculty members led to dialogic exchanges in which participants posed questions and developed useful approaches to addressing those questions about ELA instruction. Our review of our online dialogue revealed the need to begin a conversation about the important role that mentors play in leading the development of ELA teachers/teacher educators within our community of education professionals and reminded us that dialogue and trust with a colleague can lead to innovative approaches to questions about being and becoming an ELA teacher/teacher educator.