The state of Indiana is undergoing substantial educational reform, as is the nation. Educational leaders are in great need of support as they address reform initiatives. The support that educational leaders receive from mentors/coaches may be a determining factor in how they embrace the latest reform and work with their school communities. The primary purpose of this study was to understand the role of experienced superintendents/district leaders as mentors and coaches to new superintendents/district leaders in times of stressful educational reform. Four experienced district leaders were interviewed using the research method of qualitative inquiry. Based on the perceptions of four experienced district leaders in response to interview questions involving leadership skills outlined by the National Association of Secondary School Principals: Mentoring and Coaching-Developing Educational Leaders, the following conclusions were made: 1. The mentor's leadership style is significant in the mentoring of new district leaders. Each participant described his or her leadership styles differently, yet there is a connection of high involvement in their organizations and the need to adapt their leadership to each unique situation. 2. Legislative agendas are directly impacting district leadership. Both "Indiana Senate Bill No. 575" (Collective Bargaining Act, 2011a) and "Indiana Senate Bill No. 1" (Teacher Evaluation and Licensing Act, 2011b) clearly focus on district leaders. 3. Stress defines educational leadership and is a persistent topic between mentors and mentees. 4. Stress is a positive factor in leading. However, the stress from current educational reform is viewed as a positive factor in leading amidst the negative stressors. 5. Successful mentoring practices in education among participants are more informal than formal. 6. The reasons for mentoring in an educational setting are grounded in feelings of moral accountability regarding mentoring and giving back to the craft of leading. [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.]