This qualitative study examined the impact of mentor and new teacher pairings on the self-reported benefits of a statewide mentoring program for new teachers. Participants included 147 new teachers and 89 mentors in a Midwestern, rural state. Teacher demographics included all grade levels, different content areas, job alike and job not-alike pairings, and in-district and out-of-district pairings. Results indicated that the most similar pairings, i.e. same district and same position, reported the most positive mentoring experience. Several themes were identified by the mentors and new teachers as being benefits of the experience. Major themes identified by mentor teachers included reflection, positive interactions, collaboration, improved instruction, and improvement. Major themes identified by new teachers included improved instruction, collaboration, positive interaction, improvement, direction, and sense of community.