This study attempted to elicit and organize the experience of 164 teachers who had served as mentors of novice teachers in the third year of the New York State Mentor Teacher-Internship Program. The three basic aspects of the mentoring experience investigated were: (1) the characteristics of individual mentors; (2) the activities of mentoring; and (3) the elements of organizational structure. In order to reach consensus regarding the elements reported to be helpful to mentoring, a modified form of the Delphi Techniques was used. Participants first responded to a three-part questionnaire composed of the characteristics, activities, and element of organizational structure developed from the literature. A second questionnaire was developed from the responses to round one, and respondents were asked to rate each of 88 items in terms of its helpfulness in mentoring in general. The third questionnaire further narrowed and refined the responses. An analysis is presented of the responses to the final round. Highest ranked in the final responses on characteristics of mentors was approachability; in activities with the intern, the term encouraging was most often used; and effective pre-planning was ranked the most important factor in overall project structure. Implications for policy makers at the state and school district level are discussed. Data from the three rounds of questionnaires are displayed in tables. (JD)