he purpose of this study is to examine the perception of novice science teachers on mentoring. For this purpose, a survey questionnaire was administered to 26 science teachers. The mentoring consisted of a team of one mentor and two or three mentee teachers, and together the mentor teachers and mentee teachers autonomously determined the contents of the mentoring. According to survey results, the novice science teachers showed very low understanding of mentoring before participating in program. After participating in the program 96% of the mentee teachers agreed the mentoring was necessary. The responses of the mentee teachers also indicated that, a very wide variety of mentoring was done by each team. The mentee teachers received advice about science teaching activities, experimental teaching instruction, science room management, science club activity guidance, and processing documents. In particular, the mentee teachers recognized the importance of mentoring as a way to improve their understanding of various teaching strategies. In addition, the mentee teachers responded that it was difficult to find a suitable time for mentoring. The results of this study can be used as a basis for designing the teacher mentoring system.