This paper describes a mentor teacher program for beginning instructors established at The Language Center of the Catholic University of Leuven (Belgium). The paper begins by noting several challenges experienced by beginning teachers that need to be recognized by mentors, after which the objectives, procedures, and guidelines of the project are identified. Although the mentoring project involved teachers of adult learners, many principles and guidelines may apply to the mentoring process of teachers at various grade levels and in different subject areas. The project progressed through three adaptations based on experiences gained during previous approaches. The feeling of participants in the project was positive; the project was viewed as not merely a duplicate teacher training program, but rather as an in-service teacher development process; beginning teachers assessed coaching as an instructive experience; experienced teachers were reassured because their experiences and competence were valued; beginning teacher assessment was based on detailed data and balance; and, students were involved in the program. Mentoring projects such as this can be considered a kind of "action research"; trying out ideas in practice as a means of improvement and as a means of increasing knowledge about the curriculum, teaching, and learning. The result is improvement in what happens in the classroom and school, and better articulation and justification of the quality of educational practices. (LL)