Prior research on new teacher mentoring has focused on reducing teacher attrition rates. However, studies have yet to explore the descriptions of early-career special education teachers in a formal mentoring program. The purpose of this qualitative descriptive study was to explore how early-career special education teachers, located in one school district in the Southwestern United States, described the personal attributes of a mentor, critical for fostering an effective mentoring relationship. The conceptual framework guiding this study was Hudson's Five-Factor Model of Mentoring. The sample was comprised of K-12 early-career special education teachers that work with an assigned mentor. Data collection included a voluntary demographic questionnaire, semi-structured interviews, and two focus groups. The data were analyzed using Braun and Clarke's thematic analysis. Four themes emerged to identify how early-career special education teachers described the personal attributes of a mentor. The four themes were: expertise of the mentor, observation and coaching, supportive, and instilled confidence. The results of this study may contribute to societal change by providing insights to instructional mentors providing mentoring to early-career special education teachers. [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.]