This essay discusses one mentor's approach to teaching history in an individualized instruction/self-study environment. The first part of the paper discusses student-mentor relations, emphasizing that the role of the mentor is to act as a mediator in a special way between the student and the abstract world of scholarship. For example, mentors need to consider that much of the journal literature that represents contributions to historical understanding is often written to meet professional criteria for publishing rather than for the general undergraduate reader. The second and major part of the paper contends that the mentor as mediator can serve the needs of students by emphasizing procedural elements for studying history. These include the following skills and concepts relevant to historical inquiry: reading, definition or clarification of terms, dealing with the significance of historical works, argument, description and chronology, generalization, analysis and criticism, research and writing, and moral sensitivity. In conclusion, the mediator should serve as a wise and trusted couselor and teacher and foster a supportive learning environment. A major objective of such a history course is to help students develop into capable, sensitive people. Although the paper discusses the discipline of history, this approach is applicable to other areas in the humanities, the natural and social sciences, and as a personal reference for intellectual commitments and learning experiences. (KC)