Many novice teachers have the requisite skills, dispositions, and commitment to succeed, yet are leaving the profession in huge numbers. Despite induction and mentoring programs in many schools, approximately 50 percent of new teachers quit within their first five years. Perhaps what these teachers need is motivation inherent in a different kind of mentoring. Though many significant issues surround mentoring--including training, institutional support, and willingness/ability of mentors--mentoring is a concept that deserves rethinking. This article explores current conceptions of mentoring and introduces a new kind of mentoring: Humanistic Mentoring. This motivational construct is defined in this article as mentoring that incorporates care and nurturance for the person within the developing professional.