This study was conducted to examine perceptions of effective mentoring by both beginning and experienced teachers. Fourteen mentors and 15 beginners agreed to participate. Tape recorded interviews were conducted with each individual; questions related to: (1) the mentor's prior experience and the beginner's teacher preparation; (2) specific features of mentoring programs such as evaluation of beginners, training, incentives and rewards, specification of responsibilities, support by administration, physical proximity of beginners and mentors, and individualization of mentoring programs; (3) factors used in matching beginners and mentors such as age, gender, content area or grade, and general approach to teaching; and (4) possible benefits and problems of mentoring programs. Findings reveal the following common factors: the importance of matching beginners and mentors by grade level or content area; the role of mentor as someone who provides the beginner with support and encouragement; the role of mentor as someone who assists the beginner to fit into the school setting; and the accessibility of the mentor to the beginner in terms of time and physical proximity. (LL)