Initial teacher training was a new concept in the beginning of the 19th century and has undergone a tremendous amount of change since then. Currently, the common element of this change process is to invoke more practical training in schools. The purpose of this study is to determine the impact of the mentoring activities within schools. This study is limited to the impact of mentoring activities in schools in the areas of instruction and learning, student behaviors and discipline, time management in the classrooms, and the psychological well-being of teachers and student teachers. Results indicate that most teachers agree that mentoring activities are very helpful for student teachers. (Contains 8 tables.)