The purpose of this article is to report on the findings of a mixed-mode study that examined the effect of mentoring on 20 doctoral students and 21 mentors in the National Urban Special Education Leadership Initiative (NUSELI), a federally funded urban special education leadership doctoral program. Each doctoral student was provided a school-based leader with a doctorate to serve as his or her mentor. The mentors received training from the NUSELI director, served as a member of the student's dissertation committee, and provided access to opportunities in the school district. Mentor and mentee reports on the mentoring experience are presented.