The purpose of this study was to identify the career and psychosocial functions that mentor teachers and their protege teachers believed occurred during the 2008-2009 mentoring relationship. This comparative survey study was conducted in a suburban middle-sized Florida school district. The target population for this study involved one group of matched mentor teachers and protege teachers. Two survey instruments were used during this study, "Mentoring Functions Scale for the Mentor and the Mentoring Functions Scale for the Protege" modified by Wilson (2006). This instrument was selected because it measures the career and psychosocial functions of the mentoring process. The survey was available to the mentors and proteges participating in this study via paper and pencil. There were 645 mentor teachers and protege teachers surveyed. There was a 33.4% response rate of the total population surveyed and a 67.0% usable response rate of the 322 mentor teachers and protege teachers who responded. The findings were that both mentor and protege teachers value the mentoring process. All of the participants agreed that the career and psychosocial functions were provided. Mentor and protege teachers both agreed that the career and psychosocial functions were present during the mentoring relationship. These findings indicated that there were specific career and psychosocial functions provided by the mentor to the protege that were found to be beneficial to the mentoring process. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]