Sixty stimulated recall interviews were conducted, each in connection with a previously recorded mentoring dialogue. A quantitative analysis showed that six types of mentoring skills appeared to be perceived by pre-service teachers as offering emotional support and five others as offering task assistance.After mentor teachers were trained in mentoring skills, shifts in their frequencies of use of distinct skills, as observed by independent raters, corresponded to a considerable extent with shifts in frequencies of preservice teacher perceptions of mentor teachers’ mentoring behavior