This study examines the perceptions and experiences of six beginning principals in relation to the effectiveness of District-Created Mentoring Programmes (DCMP) and a statewide Administrator Mentoring Programme (AMP) in Missouri, USA. Data were obtained through the researcher-created Support of Mentors in Developing Instructional Leadership Skills protocol using semi-structured interviews. The data revealed both types of mentoring programmes were weak in providing the appropriate support in each of the six instructional standards of instructional leadership skills. Additionally six strategies for effective mentoring programmes were identified. Implications for practice are important to both district level and university personnel.