This article presents a model of mentoring which may be used as an analytic tool for reflecting on practices commonly employed in supporting beginning teachers. Eighteen mentors and 36 intern teachers whom they mentored were participants in the study. Analysis of data revealed three general patterns of mentoring--responsive, interactive, and directive--and eight dimensions of mentoring related to: (a) emotional availability; (b) levels of engagement; (c) degree of investment in mentoring relationships; and (d) the capacity for criticalness in their mentoring. Variability among mentors in their ways of enacting the three general mentoring patterns was accounted for by their individual preferences in the eight dimensions of mentoring. Cases representing each general pattern of mentoring are presented, and instances reflecting shifts in general mentoring patterns are explored. Implications for teacher educators who select, prepare, support, or serve as mentors are discussed. (Contains 1 table and 2 figures.)