In education, mentoring is typically understood as a one-on-one relationship between a novice teacher and a more experienced, competent colleague. Through the mentoring relationship, the veteran teacher guides the new teacher into the profession. In this article, the author supports an alternative conception of mentoring by describing how a group of new and experienced high school teachers, committed to changing their teaching practices toward a pedagogy of intellectual engagement, together created the conditions and relationships within their collaborative inquiry group to mentor one another. In the group, novice teachers modeled risk-taking and vulnerability for their more experienced colleagues. Veteran teachers guided their newer colleagues toward learner-centered pedagogical possibilities and inquiry practices. Additionally, the group itself, with its norms of open questioning and doubt, trust, collegiality, and a shared purpose, created a collaborative space of mentoring that was dynamic and reciprocal. (Contains 1 note.)