Two models for the mentoring of beginning special education teachers are presented. The first, the self-contained urban model, is a special education model designed by mentor teachers for beginning and experienced teachers of self-contained classrooms at both the secondary and elementary levels. Mentors work with interns for one full day each week when both are released on a regular basis from classroom instruction. Mentors are experienced, highly regarded special education teachers, with an ability to work with adults, who are matched with two interns. The second model is an experimental model for resource teachers that is expected to have a direct, positive effect on a maximum number of students and will be piloted in 1991-1992. This is a mentoring model that allows an experienced and a novice consultant teacher to work with exceptional students within the students' regular classroom environment, rather than being "pulled out" to receive support services. The concept is based on the placement of mildly handicapped students in the least restrictive environment. As a result, students are provided access to the regular curriculum. The potential strengths of these two models are described and some possible difficulties are noted. (JD)