To answer the question of how mentors may best organize goals and strategies to inform the kinds of activities, conversations, and interactions they use to conduct their mentoring, we draw on aspects of three related frameworks from the research literature on youth development and youth mentoring. The first is the Developmental Assets framework from the Search Institute. The second introduces the five elements of “developmental relationships” and related actions mentors can employ for integrating the five elements in mentoring. The third is the Theoretically Evolving Activities in Mentoring (TEAM) framework, which can help mentors decide when it is best to play or talk and when it is best to learn or do something specific to achieve some goal or skill. The key is to consider both the purpose of the relationship and the best focus to advance and to make decisions about each in collaboration with the mentee. Using aspects of these three frameworks, we illustrate how mentors foster growth through the provision of supports or assets that meet youths’ common developmental needs; suggest that these are established within growth-enhancing developmental relationships; and explain why, in the adult–youth role as mentor, a balance of relationship-strengthening and goal-directed activities and conversations is essential for effecting change. Finally, we illustrate how mentors can employ these frameworks as they decide when to use different activities or conversation topics with mentees during their childhood years, during their early adolescent years, and during their late adolescent years.