This research investigated how and why the student/faculty mentoring program in the Department of Curriculum and Instruction at Iowa State University worked as an effective staff development approach to assist teacher education faculty in integrating technology. A qualitative case study approach was used to describe and analyze the student/faculty mentoring program. Three graduate students and five faculty mentees in the department who joined the mentoring program in fall, 2000 participated in this research study. Interviews, documents, and observations were collected to describe and analyze the characteristics of effective mentoring relationships, roles of mentors and mentees, and perspectives of both faculty mentees and student mentors about mentoring. Findings from the research study revealed six characteristics of effective mentoring relationships: time, mutual respect and trust, personal fit, communication, mutual benefit, and a positive attitude. Faculty mentees were active learners and student mentors were tutors, facilitators, counselors, and learners in mentoring relationships. Moreover, faculty and student perspectives about the mentoring program indicated that the experience was effective because instruction was individualized, the learning was non-threatening and administrative support was present. Research results provided valuable information on designing an effective mentoring model for assisting faculty with technology integration.