Many local education agencies, as well as independent school districts, are currently designing induction programs for beginning teachers. One feature of these induction programs is the appointment of a mentor or sponsor teacher. This review is designed to summarize existing literature from the teaching profession on the mentoring relationship in order to assist educators in enhancing induction programs. A review of pertinent research concerning the mentoring phenomenon provides education professionals interested in initiating a "mentor teacher" or "sponsor teacher" program with an important resource. This paper focuses on three major areas: the concept of mentoring and its theoretical foundations, mentorial activities as they relate to teachers and induction programs, and the nature of the mentor-protege relationship in professions other than education. Overviews are provided of studies of mentoring in schools and induction programs that incorporate the mentoring relationship. Information is included on: (1) the characteristics and functions of the mentor; (2) selecting and attracting a mentor; (3) the interpersonal relationship; (4) the character of the mentor-protege relationship; (5) precautions in engaging in the mentor-protege relationship; (6) what and how proteges learn from mentors; and (7) guidelines for formal and informal mentor programs. (JD)