I consider the Martin P. Levin Mentorship Award to be the highlight of my academic and professional life. Like many of us, I have spent my entire career training and mentoring both students and young professionals for careers in pediatric psychology. It is indeed an honor to be recognized for this work and to be included in a select group of dedicated and talented mentors. I would like to take the opportunity to express my gratitude to the Levin family for making this award possible, and to the Society of Pediatric Psychology (APA Division 54) and members of the Awards Committee for this extraordinary honor. I am also grateful to Oklahoma State University for providing me with an academic home and abiding support for the past 23 years. Perhaps, most of all, I would like to thank my many students for keeping me on my toes all these years and for giving me the opportunity to learn along with them. In the spirit of full disclosure, I must admit that I am a devoted disciple of the notion that although ‘‘pluck and initiative’’ are important ingredients for success, none of us are truly self-made and our accomplishments are owed in large part to extraordinary opportunities (Gladwell, 2008, p. 18). Throughout my training and professional career, I have been the beneficiary of many extraordinary opportunities to learn from and work with a myriad of noteworthy pediatric psychologists. My first job in the field was an undergraduate research position at the University of Oklahoma (OU) Health Sciences Center, where my formative years were spent working with and learning from Gene Walker, Logan Wright, Roberta Olson, Charles Elliott, and Larry Mullins. I was fortunate to earn my PhD at the University of Missouri under the mentorship of Lizette Peterson-Homer—who forgot more about research and scholarship in her lifetime than I will ever know. On internship at the OU Health Sciences Center, I was awestruck by the luminary pediatric psychology pioneers whose names occupied the former interns plaque outside my office door, including Diane Willis, Michael Roberts, and Don Routh. During that time, I was introduced to one of Don Routh’s former students, Denny Drotar, who has been an unwavering source of support for me in many capacities for over two decades. Among the more remarkable features of these relationships is that in several instances they constituted informal mentoring experiences and, moreover, they have continued throughout my professional life. Having had the benefit of both formal and informal mentoring from many influential pediatric psychologists over the course of my career inspires me daily to elevate my game and make every effort to pass on to my students the quality research, training, and mentorship experiences I received from so many.