The primary purpose of this study was to explore the characteristics of mentoring relationships and to identify components that can be used in administrative preparation programs. Four major elements of the study included: (1) key beliefs or characteristics of mentors; (2) types of mentors; (3) role and functions of mentors; and (4) benefits of having been mentored;Concepts from a number of research projects were used to create a questionnaire of 37 items. The study involved 157 novice elementary principals who were in their first five years of a principalship. A Likert-type response mode was used for six questions on the key beliefs or characteristics of a mentor, six questions on the types of mentors, and 14 questions on the roles of mentors. Ninety-eight respondents had a mentor and further answered five questions on the benefits of being mentored. The level of significance was established at the.05 level. Of the 157 principals, 15 were from state affiliates of the National Association of Elementary School Principals (NAESP) membership, 67 were from the state of Maine, and 75 were from North Carolina;The key beliefs most important for the novice principal were that a mentor demonstrate effective leadership qualities and that model the principals of learning and reflection. The most important type of mentor found in educational administration was the supportive boss who served in a direct supervisory position over the mentee. The most important role and function the mentor performed was to have open lines of communication through which the protege's concerns could be discussed. The most significant benefit of being mentored was that of developing confidence and competence;Aspirants to school administration who are enrolled in graduate preparation programs that have mentorships were helped to find solutions to complexities, to ambiguities, and to uncertainties found in a principal's work.