The present study aims to investigate whether perceptions of 4th year student teachers enrolled in a distance English language teacher training program about mentor roles differ significantly according to some factors such as gender, the type of graduation school, the type of the cooperating school they are experiencing teaching practice at, and the number of student teachers in the supervisory group. 1846 student teachers participated in the study. The results indicated that these variables did not affect student teachers' perceptions as to their perception about mentor roles. The study is important in that it provides valuable information for the organization of the student teacher placements prior to practicum and it provides a chance to student teachers to voice their thoughts about their cooperating teachers at distance B.A. Program in English Language Teaching. (Contains 7 tables.)