It is pointed out in this discussion that mentoring, as a delivery tool in a beginning teacher induction program, has great potential, and the use of experienced educators in guiding relatively inexperienced teachers is of value not only to the first-year teacher but also to the mentor. In examining the goals of mentoring-induction programs, the functions of evaluation (gatekeeping), retention of new teachers, socialization of newcomers, and improvement of work performance are discussed as they relate to the responsibilities of the mentor. The wide variety of roles that mentors perform include teacher, role model, consultant, friend, door opener, confidant, advocate, protector, listener, and counselor. Mentors can also provide new teachers with help in classroom instruction and management, relations with other teachers, administrators, and parents; in addition, they can help to alleviate isolation, anxiety, and self-doubt. Mentors may also play a role in helping to solve personal problems. Suggestions are made for improving mentoring programs and making them more effective. (JD)