This book extends current research and scholarship around mentoring and learning theory, illustrating how mentoring creates, enacts, and sustains multidisciplinary learning in a variety of school, work, and community contexts. In so doing, it examines the relationship between teaching and mentoring, acknowledges the rhetorical invention of mentoring, and recognizes the intersection of gender identity (as a cultural and identity signifier or marker) and mentoring. It uses mentoring as a way to reimagine value-added approaches to research and teaching practices in rhetoric and composition.