A recent review of literature indicated limited research about the preparation of doctoral students in early intervention/early childhood special education (EI/ECSE). The purpose of this pilot study was to address this gap in research and investigate the mentorship of doctoral students who participated in the Division for Early Childhood's Consortium for Innovations in Doctoral Excellence (DECIDE). Mentors and mentees who participated in the DECIDE Mentoring Initiative participated in focus groups and interviews to share their mentoring experiences and provide suggestions for the mentorship of doctoral students. Qualitative research methods were used to analyze themes. Findings indicated (a) shifts in power dynamics occurred between the mentor and mentee dyad, (b) mentoring infrastructures may be beneficial, (c) mentoring relationships are unique for each dyad, and (d) further research is needed to investigate the mentoring needs of students from culturally, linguistically, and economically diverse backgrounds.