The aim of most mentorship programs is the double benefit that arises in the encounter between child and mentor. However, most research has focused on the benefits for the children. Very little research has been done regarding what the participating mentors gain from being part of the mentorship duo. In a recent study, I have found that the learning that takes place among mentors is a context-based knowledge that is sought after, but hard to achieve in today’s educational system. The mentors express a context-based learning that can be said to bring to life the view on learning that is presented in many policy documents but not often actually realised. Moreover, I have found that mentors develop increased knowledge of children’s different living conditions and the emerging borders in society between social exclusion and societal inclusion. The mentors also develop valuable intercultural skills, needed for changing the emerging boundaries between social exclusion and the inclusive society. Altogether, the mentors become bearers of a model of learning for better integration of society. This knowledge, which is hard to achieve elsewhere is invaluable when it comes to building tomorrow's integrated pluralistic society.