This paper presents a method of mentorship to create developmental relationships with student teams. The Collaborative Team Projects are designed to have moments where quality, cost, and time collide. The mentors’ strategy is to build strong and stable relationships that will guide the students to work as a team. The mentors’ charge is to create an environment where the process of the team collaboration is a road map for the mentees’ to follow to complete deliverables. The idea is by examining how the teams’ makes decisions under pressure; the mentor can learn how the team works together and guide them to positive outcomes. Instructional scaffolding is used to guide the students through directed, then self-directed learning. The scaffolding process includes having the teams’ work together doing in class collaborative assignments. Using the theory of proximal development the team members develop relationships that provide learning opportunities within the team. By doing a series of team assessments throughout the process the mentor can ascertain if the goals are being attempted and completed. To be a good team member the students must develop their personnel skills including: creating an environment where honesty is second nature, presenting a good attitude and consistently following through with their personnel assignments that contribute to the whole. At the end of the process the teams’ reflect on their individual and team performance. This paper will present examples and processes used in class for nurturing student production teams.