Mentoring is being embraced as one of the most significant elements of success in the field of education. In a setting in which younger teachers experience struggle on daily, and sometimes hourly, basis, mentoring is demonstrating itself to be critical. Mentoring provides a frame of reference for younger teachers. Preventing such turnover in the field is of vital importance. Mentoring helps to provide a source towards which younger teachers who might feel overwhelmed could turn. Mentoring has been demonstrated to construct better teachers for a couple of reasons. The presence of solidarity and preventing the feelings of alienation and isolation is one such reason. When a younger teacher can find a mentor, they are able to turn to someone on both practical and theoretical levels which can open lines of communication that are sometimes absent in the daily grind of teaching. Additionally, mentoring helps to provide much needed instruction to teachers who struggle with the elements of classroom management, navigating external demands, and troubleshooting problems in the classroom setting. Due to the ability to seeing someone else at a later stage in their career emanating some level of success to a teacher early in their provides a sense of hope and redemption, ingredients that are not necessarily found in the formative years of teaching. For these reasons, there is a great deal of contextual significance in mentoring within the educational field.