Located in the Republic of Ireland, the focus of this study centres on the perspectives of nine beginning elementary teachers on their mentoring experiences, during their initial year of school-based practice, post-graduation. Calculated to help offset the paucity of research evidence on beginnersí perceptions of mentoring, as transacted within the organisational cultures of their schools, a three-cycle, individual interview design is the principal data collection method employed. Horizontal or cross-case analysis is used to identify common patterns that recur across the nine cases. The empirically-based evidence from Ireland, presented in this paper, has implications for how the mentoring of beginning teachers should be conceived of and transacted. Framed within existing mentoring-related literature, the scholarly significance of the study is outlined.