This paper focuses on the relationship between mentoring the beginning teachers and multiple intelligences. Mentoring is a very complex process, taking into account the multiple roles a mentor should assume at different stages of his/her activity. Using multiple intelligences, the mentor may create his/her own working style that may be successfully used in the mentoring activity. The purpose of this paper is to identify to what extent multiple intelligences can be involved in the process of mentoring beginning teachers and to suggest types of activities that may be used in the mentoring process.