This article describes the rationale, development process, and initial activities and outcomes of a faculty mentoring guild that engages experienced faculty volunteers in supporting their near peers in navigating their teaching, research, service, and life expectations and obligations. The purposes of this article are to: (1) describe the mentoring guild model; (2) provide a research-based rationale for a craft model of faculty support; (3) detail examples of mentoring guild activities, including the benefits and challenges; (4) recount explicit and implicit personal and professional outcomes for mentoring guild members; and (5) offer activities and lessons learned that faculty developers and institutions may consider if they want to begin their own craft-based or mentoring guild model.