This paper presents debates on the need to examine teacher education programs and discusses the importance and impact of mentoring on the learning outcomes of the science teacher educator (STE). The position is taken that a mentoring program for preservice teacher education should be a part of all advanced graduate programs. A lack of research on the issues related to the structure of science teacher education programs is indicated, and a comparison of the present studies on the distinction between the preparation of science teachers and science teacher educators is given. The standards developed for the preparation of science teachers identify the framework for the "knowledge, skills, experiences, attitudes which are essential for the qualification of a successful teacher." The importance of conceptual change concerning mentoring before science education reform can be meaningful is stressed. (Contains 31 references.) (YDS)