Action research has been an important part of teacher preparation in many preservice programs, and there has been research done to determine the impact of their action research on student teachers' learning. However, self-study of how teacher educators instruct teacher-researchers is limited. Even more rare is research on how teacher educators prepare school-based personnel to support student teacher-researchers. As part of the Rural Teacher Residency (RTR) program faculty at California State University (CSU)-Chico, Ann Schulte had been given the major responsibility of planning and involving the Mentors (i.e. cooperating teachers) in the Residents' action research process. She set out to conduct her own action research to assess the impact of the preparation that she was providing Mentors. She was looking to collect data that would help her to know the success of what had been provided the first year so she could appropriately modify these practices for the following year. Her research question was: What is the impact of the resources she provides on the ways Mentors perceive their role in this action research process? This article details the findings from data collected during the first year's cohort and halfway through the second year's cohort. The two most significant resources in preparing Mentors to feel confident in supporting their Residents in their action research were: (1) experience with the action research process; and (2) veteran Mentors and Residents describing their experiences and answering questions. Faculty presentations of information and additional print resources were helpful for some, but according to the surveys, these were the least helpful overall.