The importance of student teaching from the perspective of preservice and full-time teachers has been well documented. Research suggests that the relationship between the student and cooperating teacher (CT) is vital and that CTs would benefit from formalized training in their role as mentors. Unfortunately, literature regarding systematic evaluation of such training programs is conspicuous by its absence. This study examined the efficacy of a 30-hour mentor training workshop for CTs. Specifically; the purpose of this study was to answer three research questions: (a) What were the participants’ expectations of the workshop? (b) What did they find? And (c) What were the implications of their mentoring training on their practice as CTs? There were two phases to the study. Phase I involved 58 teachers who attended a mentor training workshop. Data were collected on them through four questionnaires. The first one preceded the workshop and asked for demographic information and what their goals and expectations for the workshop were. The second and third questionnaire (Gordon’s, 1991 Needs Assessment Questionnaire for Mentors) provided pre- and post-workshop data, and a fourth questionnaire given at the end of the sessions provided an overall evaluation of the workshop. Phase II of the study involved 17 trained mentors who had subsequently been involved as a CT. This phase acted as a follow-up to the workshop to determine its impact on the participants. Data were collected at the end of the CTs’ student teaching experiences through the use of semi-structured interviews. Interview questions and questions from two of the questionnaires were designed by members of the research team and distributed to a ‘panel of experts’ for their review. Interviews and questionnaires were then piloted by teachers not part of the study, which resulted in two slight modifications before they were used as part of this study. Quantitative questionnaire data were analyzed using SPSS for descriptive statistics and t-tests were used to assess pre- and post-workshop data. Interview questions and open-ended questionnaire questions were analyzed inductively through constant comparison. Data revealed that the participants wanted to learn skills that would assist them in being effective mentors. After the training, participants stated that hands-on experiences such as analyzing a case study, role-playing post-observation conferences, and coding videotaped lessons using systematic observation instruments were valued the most. The vast majority of participants in Phase II of the study expressed very positive feelings regarding their role as a CT.