Self-mentoring™ is a practice of leadership development that applies mentoring strategies; it is not a replacement for mentoring practice but can compliment such approaches (Carr, 2012). Self-mentoring™, by formal definition, refers to an individual, referred to as an achiever, willing to initiate and accept responsibility for self-development by devoting time to navigate within the culture of the environment in order to make the most of opportunity to strength competencies needed to enhance job performance and career progression through four stages: self-awareness, self- development, self-reflection, and self-monitoring.  (Carr, 2011; Carr, 2012). Informally, self-mentoring™ is a sustainable practice of building leaders that is different for each individual through the identification and development of individual skills using collaborations, observations, one-one-one interactions, discussion groups, networking activities, community clusters, and other identified measures through self-mentoring™. Self-mentoring™ can be applied to any field and within any profession. It is not age, gender, race, or socio-economic status bias. Anyone that wants to become a self-mentor™ can take control of the present and begin self-mentoring™. An exploratory study was conducted in a public K-12 North Carolina school involving teachers that were admittedly struggling with goals and meeting school expectations. The yearlong study provided seminars and guidance throughout the school year. Using mixed methodology approach, the participants responded to questionnaires, surveys, and interviews. Results of the study suggest that self-mentoring™ is a means for participants to build 1) confidence, 2) self-efficacy, 3) willingness to support others, and the 4) ability to assume leadership roles, which increases sustainability.