Teacher stress continues to threaten the stability of the U.S. teaching workforce, but teacher mentoring, an increasingly prevalent type of teacher support, may uniquely support teachers with their risk-for-stress. The current study investigated how teacher mentoring experiences differ based on vulnerability to stress and teacher experience level. Semi-structured focus groups were conducted and analysed using the Consensual Qualitative Research (CQR) method. Results include five emergent domains indicating that teachers viewed mentoring as overwhelmingly supportive of their instructional needs, regardless of their stress risk or experience level. New and experienced teachers also shared similar experiences regarding the social emotional support that mentoring can provide. However, differing trends emerged between risk-for-stress groups in their reports of mentoring qualities and challenges, which may signal the need for differentiating mentoring supports based on teacher stress levels.