This study examines the little-studied phenomenon of teacher mentoring for global consciousness. It reviews the relationship between secondary school teachers participating in an international service-learning (ISL) project in Nicaragua and an NGO, Canadian Youth Abroad (CYA). CYA facilitates short, but intensive, ISL experiences. The teachers work for a publicly funded Catholic district school board in Ontario, Canada. Teachers who travel to Nicaragua with the students are mentored and accompanied by more experienced peers - veteran CYA/ISL teacher-participants. The mentoring process seeks to impart the CYA’s particular transformative values to the new teacher-participants and through them, to their students. These values challenge the dominant charitable help the poor model of North-South engagement. The teacher-mentors follow CYA\u27s Freirian pedagogical model that stresses the value of solidarity between Canadian and Nicaraguan participants
