To bring about a desired quality standard in education it is necessary to addressrnall the factors that contribute in every aspect. Such factors could be categorizedrnin to inputs, processes and out puts of human e lements. And from among thernhuman elements teachers occupy the Icey role. They are the professionalsrnresponsible in shaping the youth in words as well as in deeds. But the teachersrnthemselves should pass through a training system and continue to develop theirrnpedagogical skill, knowledge and attitude as far as they remain in the professionrnand if quality of education is to be attained (MoE, 1994). That was whatrnnecessities a program of "Continuous Professional Development" (CPD). Inductionrn(mentoring new teachers), is the basic part of the Continuous ProfessionalrnDevelopment and a focus point of this paper. Therefore the main purpase af thisrnstudy was to investigate the implementatian practice and challenges af mentaring newrnteachers in gavemment secandary schaals af Addis Ababa. The study emplayedrndescriptive survey methad. The issues discussed cover perceptian af respandentsrntawards mentoring, benefits af mentaring as rated by teachers, mentor-menteernrelatianship, p lanning, current implementatian practices af mentaring at schaals andrnehol/R"'}PS of n1f'ntnring nmetieRs. RRgording thR population si7.R, three sub-cities, ninernschaals and ane hundred seventy five participants (educatianal afficials, mentars andrnmentees) were selected using simple randam sampling techniques. As to. dada gatheringrntaals questionnaire (with five paint Likert scale) and guided interview were preferred to.rngather data from respondents. Besides document analysis was employed. The datarnwas analyzed using statistical taals like frequency caunt, mean, and percentage.rnMareover, a ane way ANOVA was emplayed to see the degree af p erception differencernbetween principals, mentars and mentees. The result shawed that majarity af them (75rn%) were nat ariented abaut mentoring, thus their perceptian taward menta ring pragramrnwas low. As to current practice, thaugh principals' and mentors' reply rated high, thernpercentage value of men tee's reply indicated as law.rnThe study also shawed there was perceptian difference between mentors and menteesrnan the benefits afthe program. As it was shawn in the study the mean value afmentees'rnrespanse was less. Hence, it is cancluded that the mentees' perceptian taward mentaringrnwas in law canditian. In arder to. get better contribution af the program, educatianalrnleaders at variaus levels and schaals shauld pay due attentian to. build their staff withrnthe knawledge and skill af professianalism through effective mentaring program. Furtherrnsuggestians were fo rwarded by respandents an the conclusian and recommendatianrnparts.