The purpose of this study is to examine the role mentors play in the development of attitudes and perspectives of novice teachers. Specifically, this study explored how mentors assist new teachers in re-framing their thinking about their students and their teaching practice. This study's central research questions are: How do full-release mentors shape novice teachers' perceptions of their students' academic abilities? What kind of frames are used by mentors to help novice teachers view their students? The primary data source was the full-release mentors participating in the district's induction program. The results indicate that mentors use three frames reshaping novice teachers' perceptions: developing student relationships, changing the locus of control, and using data to re-interpret situations.