This study examines the mentoring experiences of prospective and beginning special education administrators to determine whether on the job mentoring is a viable method of equipping the prospective and beginning special education administrator with essential knowledge and skills. Three research questions were asked: What is the attainment of knowledge and skills and how does mentor support function for prospective and beginning special education administrators as a result of engagement in a mentoring relationship? Do mentors and protégés agree on the protégé's attainment of knowledge and skills and the level of the mentors' support? Do the attainment of knowledge and skills and the level of mentor support for protégés depend on whether the mentoring relationship is formal or informal? Study findings support mentoring as a critical component in the preparation of administrators in special education.