This study investigated how secondary English novice teachers`` continuing professional development was pursued through mentoring. Three novice teachers took part as mentee, and 5 experienced teachers and overseas specialists were involved as mentors. Data was gathered through video-taped lessons, observation, interview, and research journals. The data collected from different sources was categorized according to their saliency, frequency and to those recurring patterns found within. The findings revealed that mentoring was given with focus on areas such as the use of mother tongue, learning strategies, teaching objectives, discipline, learning atmosphere, error correction, learning styles, and language skill integration. It was also found that the mentors with different background showed different ways of providing consulting on the novice teachers`` classes observed. Suggestions were made for the effective implementation of novice teacher support program and continuing professional development.