With many more such teachers becoming involved in mentoring it appears legitimate to make a case that they too – initially at least – can benefit from support and guidance. With this aim in mind, what I have, therefore, attempted in this guide is the distillation of my own experiences as a teacher, mentor and teacher trainer, and insights from a range of texts and documents which practising mentors may not have the time, or inclination, to read in full. The perspectives, and practical guidance, that are offered have also, crucially, been shaped by the actual experiences and views of the large number of mentors and trainees who have shared these with me over many years. If it is still at all appropriate to write in terms of a ‘theory/practice divide’ in education, it is strongly hoped that this present contribution to enhancing mentoring will be viewed as falling on the practical side of such a line. Where I draw on selected theoretical perspectives (most especially in Chapter 3) I do so for the important reason that they appear to offer credible, helpful, insights to complement a ‘good sense’ view of mentoring. It is hoped, on the one hand, that the avoidance of an in-depth examination of theories of professional learning and of mentoring will not be judged to have resulted in too superficial an approach, or to strike readers as being merely a ‘dumbed down’ version of them; the risks in this regard are probably symptomatic of those run by ‘academics’ when addressing practitioners working in very demanding educational settings.