Mentoring in classrooms allows teachers the opportunity to be motivational tools in the lives of students while operating as role models. The current research shows that mentoring in the art classroom provides stimulation and the momentum to students who are less motivated with creative assignments. The first part of this study looks at the mentoring process for elementary students paired with high school students. The study results of this type of mentoring process suggests that implementing a mentoring model in the art classroom shows that elementary students become more motivated to produce quality works of art by using cross-age mentoring (high school students) in the art classroom. This second part of this study demonstrated that modeling behavior by a teacher will result in a more productive environment of creativity and success while also grounding the children in art history and the development of art styles. What is particularly unique in this aspect of the study is the teacher actually acting out the behavior of the artist under study. Results of both studies were significant as learning tools and rewarding for the mentors and the mentored. It is especially important to note that a generalization can be taken from all of the research models concerning mentoring. This generalization is that both the mentor and the mentored gain and grows from the experience. Whether the method is cross-age or peer mentoring, the end result is a bond between individuals who are concentrating on a main goal. (Contains 1 figure.)