The training of beginning teachers and the mentor protege relationship that exists between those beginners and experienced faculty is currently of much interest to teacher training institutions and K-12 schools alike. This interest is the result of some of the initial research findings that suggest proteges learn effective teaching procedures quickly and efficiently when a mentor is part of their first teaching experience. Currently there exists a modest research data base to support these observations. This study sought to extend the current knowledge base as it relates to Reciprocal Mentor Protege Relationships (RMPR) during student teaching and how these relationships are perceived by cooperating teachers and student teachers. A questionnaire and weekly journal entries were used to judge the developmental process, benefits and growth cycle. Student teachers were given training at seminars on ways to elicit mentor role behaviors from their cooperating teachers. The results of this training were compared to results of a previous study where relationships developed naturally. Implications for teacher education are cited. (Author/AA)