This quantitative study examined mentees' perceptions of the support they have received from a school-based mentoring program (SBMP) in which they have been involved for three years. The study involved 341 teachers in seven schools that hosted the SBMP. The findings indicated that only 45.2% of participants 'agreed' or 'strongly agreed' that their mentors provided expected support. According to the findings, such a low level of teachers' satisfaction with the program benefits may have stemmed from a high teacher-mentor ratio (56 for 1), limited mentor's content knowledge, and time constraints. The study addresses the gap in the current literature on school-based mentoring practices when it comes to the language educational policies involving the use of English as a classroom language in postcolonial contexts. In particular, the study provides education decision-makers with a body of knowledge conducive to designing and implementing school-based mentoring programs that are likely to succeed.