Mentoring may best be defined as "a process where one person provides individual support and challenge to another professional (Bush, 2009, p.379). The importance of mentoring new teachers and administrators has long been recognized. For example, since 2000 more than half of the states have passed laws requiring mentoring of new principals (Daresh, 2004; Spiro, Mattis, & Mitgang 2007). Most of these laws have required mentoring in the first two years of practice. Grissom & Harrington (2010) found under the mentorship model, a more experienced principal mentor provides the support, guidance, advice and sounding board as the new principal becomes acclimated to the position. This qualitative research study was designed to gather information of new elementary and secondary principals' perceptions of their mentoring experience. Specifically, this research was conducted to better understand effective mentoring strategies, the mentor-mentee relationship, and how the mentoring experience impacts new principals' growth in ways of thinking about their roles in improving teacher quality and student achievement.