Student teaching is the most widely studied aspect of inservice teacher preparation, the premier event for which the preservice educator has been trained. This experience is critical, as it sets the stage for his/her career. Appropriate guidance is key during this stage of development for teachers. Without mentoring, student teachers may not be ready to meet the challenges that await them in their own classrooms;This study used qualitative research to determine how student teachers perceive that they are being mentored by their cooperating teachers to assist them in meeting the Iowa Teaching Standards, specifically standards 7 and 8, related to professional behaviors. Mentoring skills that developed between the student teacher and the cooperating teacher were observed;Multiple methods were used to collect data. Data were obtained from interviews, student teaching seminars, student teacher focus groups, and the reflective journals of each student teacher and from a focus group session of cooperating teachers. Behaviors, skills, and mentoring practices were observed by the student teachers. Data were grouped into four themes: classroom management, teaching strategies, networking/professional development, and mentor relationships;The student teachers observed examples of professionalism and ethical behavior during their student teaching placements. These observations provide the real world application of topics discussed during their collegiate program of study. For these Iowa preservice educators, it is imperative to grasp the reality of these concepts. These concepts specifically relate to standard teacher licensure through the Iowa Teaching Standards. The results of this study indicate that mentoring contributes to the professional demeanor of the student teachers studied, and assisted them in meeting the Iowa Teaching Standards. Additionally, as a result of this study, the opportunity exists for professionals involved in higher education to listen to the voices of student teachers and their mentors, the cooperating teachers. The first stage of successful classroom teaching careers begins with the preservice educators' instruction and the student teaching experience. However, it must extend beyond the university classroom and to the mentors, the cooperating teachers. It is imperative that universities work collaboratively with school districts as programs are developed to continually assist with a beginning teacher's professional development.