The purpose of this literature and research review is to synthesize and discuss the process of mentoring in teacher education, and the relationship between the preservice teacher and the college supervisor in a clinical experience. The review concentrates on ways in which college supervisors of preservice teachers can facilitate instructional and professional excellence through the mentoring process. The paper focuses on: (1) objectives of mentoring; (2) cautions such as acceptance of supervisory doctrine without reflection; (3) duties of the supervisor; (4) types of supervision; (5) stages of teacher development characterized by idealism and dependency, increased independence, and mentor/protege as independent equals; (6) development of problem-solving, decision-making, and questioning skills; (7) evaluative and other strategies to produce instructional effectiveness; and (8) implications of the findings for mentoring. In conclusion, it is noted that mentoring of the preservice teacher by the college supervisor should be an intentional process of responsibility and nuturing which promotes growth and development through reflection. (LL)