This article presents the results of a review of current empirical research of effective practices in teacher mentoring. Compiling literature published since 2000 in peer-reviewed journals, we examine arguments for mentoring practices to improve teacher candidate and novice teacher experiences and skills. The emergent "effective" mentoring practices can be grouped into these categories: (a) critical reflection and feedback, (b) modeling, (c) collaboration, and (d) knowledge about the needs of novice teachers. We consider these practices in light of larger arguments made in the literature about mentoring, including the purposes of mentoring and the qualities and professional development of mentors, and situated in our professional roles in teacher education. Finally, we argue the literature does not provide evidence to support mentoring of any sort, and how future research can address that lack of evidence and the divergent perspectives on effective mentoring practices.