Induction programs are in place in many school districts in order to address the needs of beginning teachers, including mentoring and professional development. Many induction programs depend on trained mentors with effective classroom experience and leadership skills. Although these induction programs and formal mentoring programs are common in the United States, there is limited research that explores the leadership styles of mentor teachers. In this concurrent embedded design, the researcher presents data on the leadership styles, professional goals, and perceptions of leadership among mentor teachers in public schools. The data was gathered using the Multifactor Leadership Questionnaire, an established instrument, and supplemental questions that were approved by a panel of experts. Participants are teachers in a single school district with at least five years teaching experience who have completed a mentor training program. Sixty-eight participants were invited to complete the questionnaire, which was completed by twenty-eight mentors. Results indicate that mentor teachers meet the benchmark norms for transformational and transactional leadership. This blended approach to leadership adapts to different situations and provides for the day-to-day and long-term needs of beginning teachers. Based on the participant responses, mentoring is not generally viewed as an opportunity to gain leadership experience in order to pursue a career in school administration. Instead, mentoring is an opportunity for reflective practice and is altruistic in nature and is beneficial to the beginning teacher and mentor. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]