Promoting educational resilience is integral to prevention of maladaptive outcomes for children and adolescents in general, but is a particularly pressing need for Native students. The discontinuity between indigenous and dominant culture worldviews creates a sense of disorientation and distress for many Native students. Moreover, students from reservation communities may feel pressured to choose between traditional and the dominant culture values. Given these cultural discontinuities, it is not surprising that Native students are particularly vulnerable to negative educational outcomes. Substantial evidence suggests that children of adversity who are educationally resilient typically have had a mentor watching over them. To date, research on mentoring has focused largely on relationships outside of the family, for example, between established members of organizations and communities and junior members in need of guidance. Curiously, elder members of kinship systems, although obvious and natural potential mentors, are a resource that has remained largely unexplored because many mainstream prevention researchers are uninformed about normative practices among non-dominant groups. This is unfortunate, given that family mentoring is a long-established aspect of many cultures. In this article, the author highlights how several cultures promote "natural mentors" and how this potential resource is often overlooked by helping professionals.