The main concern of this study has been evaluating the mentorial interventions to suppori the English S-Ts atrnDessie eTE during the practicum in five selected pariner primary schools. It was conducted to let the EMoE,rnthe ANREB, Dessie eTE, the pariner primary schools, and the "mentors" in them; and those trainees realisernthat practicum and the process of SBEM really demand on them some basic roles to carry out to get wellqualifiedrnEFL teachers. Evidently, mentoring in education is not a new idea even in Ethiopia. For example,rnthe study by Solomon Geda (2001) investigated the insights into the mentoring roles of high school Englishrnteachers. However, nothing was mentioned in his study about any organised mentoring training given to anyrnEFL teachers. This could mean that the term "mentor" has been used to designate any EFL teachers whornsimply work as mentors without taking any related training. That is why, one of the focus areas of this studyrnwas to find out whether the EFL in the primary schools have had the knowledge and skills to carry out theirrnmentor roles just being "acculturator," "educator," "support," "sponsor," and "model". Equally, how much thernEng S-Ts themselves were aware of their own roles was the other focus area. To investigate these corernissues, both quantitative and qualitative methods were employed. The data-gathering tools used in this studyrnwere Eng S-Ts questionnaire to 40 Eng S-Ts; school "mentors" questionnaire to 23 school "mentors" whichrnwere both piloted; structured interviews with 10 Eng S-Ts; 5 school "mentors," and 5 school principals.rnMoreover, to back up the data-gathered with those tools, personal structured observation, and documentrninvestigation into the written documents of the10 randomly selected Eng S-Ts' porifolios, and the assessmentrnreports of all the 40 Eng S-Ts were also treated. Addressing the basic questions of the study, the findingsrnhave shown that there were shoriages and lapses which made accountable all the responsible bodiesrnmentioned earlier. The school "mentors' " insufficient suppori to the Eng S-Ts with proficiency and teachingrnstrategies was one of the significant discoveries. This finding reminds us Hailom's (1993) study results thatrndisclosed the problems that the Eng S-Ts who were practicing teaching had in language proficiency and inrnteaching. Even now almost 9 years on, it is not untrue that the problems have been surfaced. Another usefulrnfinding of my study was the lack of SBEM training for the EFL teachers in those schools which resulted in thernlack of awareness of their respective roles during practicum. Similarly, some of the Eng S-Ts were found tornbe not clear about their roles. Some implications drawn from the data analysis also indicated that bodies likernthe school principals, the college, the ANRE, and the EMoE at the top, were found to be responsible forrnfailing to strengthen the practicum through creating favourable conditions. That is why, giving mentoringrntraining both to the EFL teachers and the Eng S-Ts is one of the practical suggestions forwarded by thernresearcher. To conclude, the study showed that the mentorial interventions to suppori the Eng S-Ts wererninadequate against the theoretical expectations. Thus, implementing all the recommendations is worihy ofrnconsideration for all respective bodies in charge of practicum and mentoring so that they can redress thernshortages and fill the existing gaps.