In this chapter, the author presents one of her experiences of mentoring, and suggests the need to create an intentional network of mentors to create a launch pad for promising college students and those seeking professional school training. While many individuals on college campuses have job descriptions that overlap with or include a mentoring role, the idea of employing paid professionals in this role is considered; explicit training in mentoring skills could enhance their ability to assist students in their academic journey. Weaving together the known qualities of a good mentor into existing job descriptions could make mentoring available to more students, at least in the short term. Like mentors of younger school-age children, the heart of a mentoring relationship with emerging adults lies in the rapport between the mentor and the mentee. While mentor training should be required to prepare each university staff member whose job includes mentoring, the relationship itself cannot be scripted. There may be an opportunity to help promote mentoring from those who successfully made it through the gauntlet and into graduate school. Offering students who have graduated from the same program a small stipend to stay involved with those students who follow behind them is a realistic option. Again, appropriate training is essential. These and other ideas about professional mentoring in the context of higher education are discussed.