Different aspects of the mentoring process as reflected in Carter's Mentor Scale (1983) were studied. The scale is composed of 16 statements of mentoring behaviors, including the following functional roles for mentors: role model, emotional supporter/counselor, sponsor, and evaluator. Attention was directed to the following questions: whether the 16 mentoring behaviors in the scale reflect a single, unitary relationship; whether the 16 behaviors contain subsets of related behaviors that reflect the complexity of the mentor-protege relationship; and whether sex and age of graduate students affect mentoring behaviors. Data were obtained from Carter's research with 142 psychology graduate students at Peabody College of Vanderbilt University. Intercorrelations among Mentor Scale items for the sample were factor analyzed. Four mentoring roles were revealed. Differences were found in the rates with which students experience role modeling, professional socialization and sponsorship, advocacy, and emotional support, and active encouragement. Implications for the measurement of mentoring, adult development, and educational graduate programs are discussed. A literature review and bibliography are included. (SW)