In this study, it is aimed to determine the opinions of the teacher candidates attending the last faculty of education in terms of their mentoring teachers in the schools they are attending. One of the qualitative research designs, which is one of the subjects, is selected as the case study. In 2017-2018 Academic Year, Kilis 7 Aralık University Muallim Rıfat Faculty of Education Basic Education, Mathematics and Science Education Departments, Turkish and Social Science Education Departments Class, Preschool, Science, Turkish and Social Studies Education Departments. The data of the study were collected through semi-structured interview form developed by the researcher. The opinions of teacher candidates about mentor teachers; the competence of the field information of the mentor teachers, the effects of the mentor teachers on the personal and professional development of the teacher candidates, providing the classroom management of the mentor teachers, providing enough time to the students and the teacher candidates, giving feedback, communicating with the faculty members,  making the general evaluation meeting and teacher candidates are grouped under the titles of role models. It was observed that teachers did not need to be senior in their mentoring, but teachers with less experience were not very successful by teacher candidates. It was determined that mentor teachers were not very qualified by teacher candidates in terms of their field knowledge and teacher candidates’ personal and professional development, and that mentors who were responsible for both class management and development of teacher candidates  were not very sufficient. It is reflected in the research findings that teacher candidates are not able to get adequate feedback and, in part, communication is established between faculty and practice school. Considering the findings of the study, mentors should be considered when determining teachers and suggestions were made for a more professional mentoring.