Literature on the concept of mentoring in general and technology mentoring specifically indicated that studies have investigated mentoring relationships in different settings and reported benefits for the less experienced mentoring partner. However, existing literature was limited in providing insights about mentoring from the more experienced partner\u27s point of view. But, to establish sustainable and beneficial mentoring relationships, studies suggested that understanding mentor\u27s reactions to the experience is necessary.;For that reason, the main purpose of this study was to examine a faculty technology mentoring program at a Midwestern university from the perspective of graduate students\u27 who served as mentors. Based on the social learning theory framework, data were analyzed within the grounded theory research methodology.;Findings revealed that the mentoring experience was also beneficial to mentors in several ways (technical, pedagogical, academic, and professional). According to results, mentors\u27 benefits were not limited to the observable or to the ones that were more practical in a short time, such as learning new technical skills; instead, benefits extended to the unobservable and occurred over a longer time period (i.e., professional benefits).;In addition to identifying benefits to mentors, several other aspects of mentoring relationships were also investigated: understanding mentors\u27 thoughts about characteristics of successful technology mentoring; issues in mentoring relationships; and whether or not mentors\u27 lived mentoring experiences indicated successful mentoring relationships within their definition of an ideal mentoring relationship.
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