Mentoring junior faculty in geropsychology is becoming more critical due to the paucity of geropsychologists and the financial and talent costs experienced by universities of faculty turnover. This paper presents the unique aspects of mentoring junior faculty as opposed to mentoring of graduate students or interns, and examines some of the author's personal core values in mentoring that have been applied to over 50 junior faculty members. The author presents the RESPECT model as away to view the important and varied tasks involved in successful mentoring of junior geropsychology faculty. The model identifies the mentee as the leader in the mentee-mentor faculty relationship and examines the types of empowerment, support, protection and planning that goes into mentoring. The model, in addition, discusses the personal and emotional relationship the mentee-mentor has and the role of mentor in handling disappointment and assisting the mentee in negotiating conflict.