To look at practitioners in the field of early childhood education is to look at a kaleidoscope of education, experience, and practice, from practitioners who are beginning in the field to practitioners who have extensive experience and education and have mastered the art of teaching. This kaleidoscope of practitioners brings into the light a rainbow of practices, and the reality that quality practices are not always guaranteed. Even so, the fact remains that professionals in the field of early childhood education are touching the lives of children daily and are having a profound effect on the development and learning of each child they serve. Being trained in early childhood education does not guarantee quality practices. Personal style and belief can develop from modeled behavior that is experienced over time, becomes habit, and leads to teacher-directed or inappropriate practices, rather than developmentally appropriate practice. One initiative that has shown promise for promoting and supporting quality practice within early childhood classrooms is mentoring. This article provides a small snapshot of the positive effect that mentoring can have on classroom practice in the field of early childhood education, in a community college setting. Both mentors and mentees grew as professionals through reflective practice; most important, the classroom teachers felt encouraged and increased their own efficacy over the 12-week period. Many of the students and classroom mentees stated that they wanted to continue their relationships and expressed their wishes that the course and the relationship could have lasted longer.