Virginia, like many states and school districts has enacted beginning teacher induction programs which include the assignment of an experienced teacher or mentor to assist each beginning teacher. Unique to Virginia programs is that while support for program development has been provided by the Virginia Department of Education, specific guidelines on mentoring activities have not been mandated. Instead, local school districts have had the autonomy to make their own decisions regarding the exact structure of the program. The purpose of this study was to investigate the mentoring activities and perceived benefits and concerns related to mentoring as reported by mentees and mentors in ten Virginia mentoring programs. Three hundred sixty-six mentor/mentee dyads representing K-12 general and special education teachers in ten school divisions throughout Virginia were contacted. Of them, 157 mentees and 198 mentors participated in the study. using survey research methods participants were asked on a 23-item questionnaire to describe activities, benefits and concerns related to mentoring and their mentor programs. Data collected through the written survey questions were analyzed using both quantitative and qualitative methods. The results indicated that most mentees and mentors thought the mentoring program was beneficial. Many activities came about as a result of the mentoring relationship. These include collaborating and conferring about lesson plans, materials, classroom management, instructional techniques, and discussion of curriculum. The program provided a collegial relationship giving mentees emotional support and encouragement. In addition, mentees felt they learned new teaching techniques and strategies, better Classroom management, and how to pace instruction more effectively. Mentors liked the recognition they received from being selected as a mentor and enjoyed the sharing of professional information with mentees. The major concerns expressed by both mentees and mentors were a lack of release time to observe, have conferences or collaborate and the lack of specific role definitions for the job as mentor. Given these concerns, it makes sense that school divisions ought to give more direction to defining the role of a mentor and insure release time to give them more opportunities for professional development. / Ed. D.