School-based mentors are essential partners with teacher preparation programs in preparing novice teachers to have the knowledge, skills, and professional commitments they need to be strong teachers from day one. In many ways, the demands of mentoring, such as critical conversations with colleagues and reflecting, mirror the kinds of engagement that are at the heart of practice-based approaches to professional learning (e.g. Silver, 2009). Mentoring involves consideration of someone else's teaching at the same time that it demands opening up one's own teaching. This requires deprivatizing and unpacking teaching practices that are personal and familiar, but often not subject to scrutiny, and it also requires contemplation of aspects of someone else's teaching that include practices or content that are unfamiliar to the mentor or may not be transparent. However, the nature of teaching often complicates and sometimes prohibits mentors' opportunities to learn through the experience. Support or mediation from outside the classroom is often useful in addressing common challenges with communication, focus, and determination of next steps. In this article the authors provide examples of how video of novices' teaching can serve as a pivotal resource in supporting the learning of both mentors and novices.