Although mentoring programs for novice special education teachers have been highly touted, there is scant research describing either novice needs or mentor roles. This study is based on a sample of 66 randomly selected national board certified teachers (NBCTs) in special education in an effort to determine the nature and extent of their involvement in mentoring junior colleagues, both formally and informally. A previously published instrument was modified to determine the frequency of their engagement in various mentoring roles. Results indicated that formal mentoring involved more of the 19 identified mentor activities than did informal mentoring. Implications include a need for mentor training for NBCTs and for further exploration of mentoring roles in the professional literature. (Contains 3 tables.)