The purpose of this descriptive survey study was to evaluate the mentoring that occurred in a preservice teacher education program. The mentoring literature was reviewed to select important characteristics of mentor teachers and mentoring practices during field experiences to be included in the instrument. Based on this review, the following general aspects of mentoring practices were chosen to be addressed: (a) mentoring strategies; (b) relationship between mentor and student teacher; (c) mentor as a teacher; and (d) mentor's personality characteristics. Participants for the study were 66 preservice candidates completing student teaching in a large mid-western university. A four-page long questionnaire was administered to gather data. The first part requested demographic information. The second part of the questionnaire was composed of four sections listed above. Scales' grounded in related literature support the content validity of the instrument. All items used a modified Likert scale (the extent to which selected mentoring characteristics are actually used and the extent to which they ideally should be used). Analysis of paired t-tests resulted in significant differences, in which the student teachers' ideal ratings of mentoring practices were higher than their actual ratings. Methodological limitations of the study were discussed at the end. (Contains 4 tables.)