This paper explores the implications of conceptualising teachers and coaches, primarily, as learners rather than as teachers/coaches. This might appear to be little more than playing with words but I will argue that questioning traditional assumptions about teachers/coaches as educators or instructors leads to some interesting arguments. For example, if teaching is indeed a profession, and coaching aspires to be one, it seems clear that teachers and coaches have a professional responsibility to their ‘clients’ (e.g. children and young people). The implication of that argument is that teacher/coach education must be a career-long process, and its design should be based on best evidence about what is likely to be effective in supporting practitioners to meet their clients’ needs. In this context, mentoring can be conceptualised as a core professional development activity for all members of the teaching and coaching professions. This paper explores the concept of mentoring as a professional learning activity and considers the theories of learning upon which it is based. Conclusions are drawn about the potential of using mentoring to encourage teachers/coaches to retain their career-long learner identities.