This study examined new teacher perceptions of the impact of mentoring as evidenced through their experiences in the Louisiana Teacher Assistance and Assessment Program. Primary questions were whether participants experience mentoring as an aid in successful completion of their certification and whether the mentoring component increased teachers' sense of their capacity to teach effectively. Data were gathered through 5 focus group interviews, in which 35 new teachers participated. Themes from the focus groups were organized into conditions associated with mentoring, relationships between mentors and mentees, and processes associated with mentoring. Issues related to each of these areas were identified. Many participants were not aware of how mentors are assigned, and thought that the assignment process should receive more attention. Time and location were considered necessary for a mentoring relationship. All participants thought a good relationship was vital to a successful mentoring experience. When mentoring was working, respondents thought it aided them in improving their teaching practice, as the mentor did things like modeling effective practice, conducting sample lessons, and acting as a critical friend. (SLD)