Zachary, L. J. (2000). The Mentor's Guide: Facilitating Effective Learning Relationships (2nd ed.). San Francisco, CA: Jossey-Bass. 261 pp. ISBN 978-0-470-90772 (paperback) In our field of adult education practice, in which learning is discussed in its myriad meanings, Zachary's contribution with The Mentor's Guide adds richly to the discourse as she encourages us to question and reflect on our role as mentors. The book offers seasoned mentors an opportunity to reexamine values, concepts, and terms, prevalently portrayed in this broad field of what is called adult education these days. Newcomers can benefit from the suggestions and resources by exploring the ones presented through their respective lenses and assumptions. In her preface, Zachary claims this book to be a guide and companion complete with strategies and techniques that will help the reader manage intentional mentoring relationships (p. xv). The Mentor's Guide portrays a currently popular take on mentoring. A definite affinity to andragogical values is inherent in the concepts that undergird Zachary's definition and approach to mentoring. In Part 1 of the two-part guidebook, Zachary moves the reader through a larger picture introduction that addresses the context of mentoring and the function of mentoring in today's education and training settings for adults from her vantage point. In Part 2, she has us travel through phases of mentoring, which Zachary has peppered with definitions, vignettes that illustrate issues, and subsequent exercises. The vignettes and exercises give ample fodder for building on experiences and ideas through guided reflection on concepts, brainstorming on themes, and considerations of key points, summarized by Zachary with nicely organized charts and fill-in templates. Primarily framed within contemporary humanist and constructivist principles of adult education philosophy, Zachary distinguishes her particular take on mentoring as different from the traditional model of wisdom transmitted from master to apprentice (p. 1). Zachary defines mentoring as grounded in a mutual learning relationship. This orientation raises concerns and bears consideration. Given our many roles in the many teaching-learning settings with adults, the role of mentor is distinguished from that of teacher in its purpose, strategies, and methods. Although mutual benefit and learning can emerge from a mentor-mentee relationship, the key in mentoring is the identification of goals and expectations between the mentor and mentee to work toward a mutually developing relationship to meet those goals. It is often a particularly popular notion of self-directedness that gapes wide open and becomes a catchall about which many nod in agreement. However, thoughtful reconsideration of andragogical principles and the role of adult educator and of mentor ought to prevail. …