The cooperating teacher is the person who typically has the greatest impact on the student teacher (Coulon, 2000; Shantz & Ward, 2000). Therefore, cooperating teachers should become familiar with effective supervisory techniques and have a clear understanding of their role in the student teaching experience. University supervisors work with student teachers and cooperating teachers during the student teaching experience and, as a result, they hear and see a variety of mentoring styles. There is the roll-out-the-ball teacher, the teacher who can not relinquish control of their class, the teacher who disappears, the teacher who does not communicate their expectations, and the teacher who expects too much of the student teacher. However, there also are many cooperating teachers who possess the qualities needed to help student teachers grow into successful teachers. Given the complexity of the entire process, the aim of this article is to give potential cooperating teachers a better understanding of: (1) a quality student teaching experience; (2) expectations from the university; and (3) characteristics exhibited by a quality cooperating teacher. (Contains 3 tables.)