Research has shown that mentor teachers play varied roles. Using a conceptual framework grounded in these roles, the researchers explored what seven student teachers said during multiple interviews about the roles they wanted for their mentor teachers. Findings showed that while some participants preferred emotional support and others wanted instructional support, none wanted socialization. The researchers identified a new category--mentor as gatekeeper--to capture the preferences of one participant and concerns of others. This category reflected a focus on the credentialing aspect of student teaching as something that students must complete before licensure. Implications for teacher education included additional support for mentor teacher-preservice teacher pairs such as conversations about desired, expected, possible, and emerging roles during the mentoring process.