This article examines responses of 13 preservice students to a mentoring program during their junior year. Throughout the first two terms of a five semester teacher education program, senior physical education specialists agreed to mentor them (in pairs or trios) relative to their development. This qualitative analysis included collection of demographic profiles, interviews, and open-ended surveys. Results showed that juniors' varying responses to partners, challenges of the program, and levels of commitment foreshadowed their separation into two groups: Completers (N = 9) and Leavers (N = 4). Whereas Completers viewed mentors as guides and developers, Leavers perceived them as helpers or aides. When program challenges emerged, Completers took responsibility to solve problems but Leavers blamed mentors or expected them to resolve them. Completers identified multiple benefits from mentors (including professional development in general and as physical educators specifically) but Leavers only mentioned appreciating mentors for the help they received for better grades.