In this paper, the authors review and analyze state policy regarding beginning teacher mentoring with a focus on special education. Mentoring policies guide the selection, assignment, and training of mentors and the process with which novice teachers are matched with veteran mentors. Mentoring is a component of induction; but induction also includes a broader array of supports for new educators, including professional development, orientation, and reduced teaching load, among others. Given the number of supports that induction comprises, the authors chose to limit the scope of this paper to mentoring policy. However, in this paper, they use "induction" when state policies use that term and "mentoring" interchangeably. Their purpose is to identify the components of policy that promote high-quality mentoring practice. This paper will complement research syntheses being prepared by other teams of the National Center to Inform Policy and Practice in Special Education Professional Development [NCIPP] on (a) induction and mentoring, (b) school and university partnerships, and (c) classroom context and collaboration. Taken together, these papers will organize what individuals know about how to provide appropriate supports for beginning special education teachers (SETs) as they transition from initial preparation to work in public schools, how such transitions are affected by the school context, and what policies states need to make high-quality mentoring a reality. (Contains 1 figure and 1 table.)