This study examines the role of effective mentor teachers by analyzing the strategies and skills they used, the obstacles and problems they encountered, and the outcomes they achieved. Data for five case studies were collected from five elementary mentor teachers, their proteges, and their principals--participants in the Oregon Beginning Teacher Support Program. Interviews and questionnaires were the sources of the data. Collaborative problem solving was the strategy most used by the mentors, followed by emotional support, energizing and motivating, and demonstration/modeling. Skills successfully used by the mentors included the social process skill of interpersonal ease, listening, knowledge of educational content, demonstration/modeling, and confidence-building. Team match and empathy for the protege were the chief sources of support for mentors, while increased professional growth ranked as the highest sources of satisfaction. The major impediment to the mentoring process was lack of time. Informants indicated that the major outcomes of the mentor program were a satisfactory relationship between mentor and protege and satisfaction with the program. (IAH)