There are many views about what types of actions can or cannot be defined as mentoring. The author opines that educators often make it much more complicated than it needs to be. At its core, mentoring is the act of listening, of asking good questions, and of probing others to more clearly articulate their ideas. Mentoring also involves challenging thoughts or beliefs that seem erroneous, undefined, or overly rigid, appropriately sharing one's own successes and failures, and helping the mentored to develop perspective on his or her values, goals, and life. Mentoring is about problem solving, connecting people to resources, and helping them to develop needed skills. Mentoring is about encouragement and inspiration. It is about investing time and energy in other people, because other people matter to educators. In this article, the author shares five powerful opportunities she has recently had to mentor her students. She believes these examples will highlight what is to be gained by allowing space for a teacher-student relationship to develop outside of the classroom. She works in teacher education and serves as the coordinator of a blended credential and master's degree program. These stories derive from her interactions with students in this context.