The purpose of the study was to explore and describe the perceptions of several elementary science mentors and their mentees within one school district based on a fivefactor mentoring model. Utilizing a qualitative methodology in the form of a case study, five mentors and three mentees were interviewed using a structured protocol. From verbatim interview data and field notes, three themes pertaining to the role of the mentor within elementary science emerged as emotional support, technical support, and educative support. Within the five-factor mentoring model, personal attributes suggested notions of support and expert status as critical elements for effective mentoring. The factors of system requirements, pedagogical knowledge, modeling, and feedback were found to be interrelated amongst themselves and with the factor of personal attributes. Effective mentors demonstrated a commitment to the role as well as a flexibility pertaining to role adjustment depending on the context of the mentoring relationship.