This article reports findings from formative assessments of one state's administrator mentoring and induction program during two years of program piloting in 2002/03 and 2003/04. The purpose of this evaluation research was to establish baseline data and to detect problem areas, so that changes could be made in subsequent years. More broadly, the study provides a window into successful components of an administrator mentoring program, according to these novice and experienced administrators. Theoretical perspectives on effective mentoring programs in educational administration are first presented. Quantitative and qualitative data from two surveys of principal and superintendent mentors and their proteges are then presented and analyzed, including trends that arose from the data. The study concludes by presenting recommendations for the design and implementation of administrative mentoring programs of this type. The following are appended: (1) Iowa Administrator Mentoring and Induction Program Assessment: 2002/2003; and (2) Iowa Administrator Mentoring and Induction Program Assessment: 2003/2004. (Contains 3 tables.)