The purpose of this discussion is to explore a graduate intervention that was aimed at promoting the understanding, empowerment, and skills building of doctoral students in education. Addressed are mentoring and learning frameworks, background issues, the pedagogical context, study details, thematic results, and implications. The authors offer a perspective on mentoring as a feminist process of collaborative learning and scholastic engagement. Adult learning principles are illustrated through an innovative, curricular approach to student mentoring, leadership, and learning. Issues of power and learning in mentoring relationships and structures are explored and the perspectives of female doctoral students are incorporated. Five data sources were collected and analysed: electronic interviews; audio-taped conversations; reflection journals; email communications; and written assignments. Insight is provided into the major challenges, potential breakthroughs, and learning experiences for the students involved. Benefits for the participants included understanding of productive scholarly habits and graduate school norms. It is concluded that reciprocal learning and group learning are vital to the scholarly and professional learning of adult learners. (Contains 3 tables and 3 notes.)