Aspiring school leaders do not emerge from their principal preparation programs fully ready for the challenges that await them as new administrators. They will need mentoring. A professor in an educational leadership course developed content which taught students the knowledge, skills and dispositions of protégéship. The Framework for Protégéship is included and described. The professor then required students to approach someone to formally mentor them. This article sheds light on the fears that the protégés experienced as they approached a mentor and includes excerpts from their reflective journals, where they report the benefits they received for having entered into mentoring relationships.