This paper presents a new approach to understanding how and why colleagues come together in professional partnerships. The ‘Four Constructs’ model looks at the motivations of those deliberately engaging in collegial relationships in a Higher Education context in New Zealand and seeks to determine the common characteristics of objectives around replication, validation, aspiration or exploration. The model draws on many of the strengths identified from studies in the mentoring field, and attempts to extend the discussion to advocate the possibility of a series of relationships, as well as linking these to the expectations and investment by the institution. By understanding the nature of professional relationship drivers, it is then possible to work with new or existing systems, policies and programmes to ensure a better fit for professional and personal development.