Observations were made of 15 protege teachers and 6 of their mentors to determine characteristics of naturally occurring mentoring relationships experienced by teachers, how mentoring relationships were formed in public education, and benefits accruing to the protege and to the mentor in such relationships. Study results indicated that the availability of the mentor was an important factor in the success of the relationship and that approachability and receptivity were important aspects of the mentoring relationships. An experience differential between mentor and protege was a necessary component of mentoring for classroom teachers. Mentors played many roles in the professional life of their proteges. Clear and on-going two-way communication was a hallmark of mentoring relationships, and learning was one of the primary reasons for the formation of mentoring relationships. Mentors appeared to honor the autonomy of their proteges and mentoring was seen as an empowering relationship. Results indicated that mentoring appeared to have great promise as a means of initiating new members into the teaching profession. (CB)