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Abstract
Mentoring or apprenticeship is an ancient form of gaining knowledge and experience within a domain. This method of learning is especially well suited for the preparation of professionals. In this article, a model of mentorship is described and applied to the domain of school consultation. The framework is further illustrated by reporting the results of an exploratory case study of mentorship in school consultation. Specifically, through an analysis of audiotaped mentoring sessions, the mentoring process is described. Pre- to postchanges in the student consultant's representation of the consultant role are explored using Kelly's (1955) role repertory grid technique. The results are discussed in terms of the benefits of a mentorship model in the preparation of school consultants.