The purpose of the research is to identify the mentors’ perception of the characteristic aspects of the pedagogical practice coordination activity. In the theoretical part, the role of pedagogical practice mentors is analyzed, in accordance with current theories and approaches. Pedagogical practice mentors are known as Pedagogical Practice Tutors. These are teachers who have extensive experience and who enjoy a special professional prestige within the professional community of which they are a part. They have an important role in the initial training of teachers by directly monitoring and coordinating the implementation of pedagogical practice within a school education unit. 86 mentors from several pre-university education institutions in Bacău County, Romania participated in the study. Mentors completed an open-ended questionnaire that was distributed online. The results of the research indicate the frequencies of the mentors’ answers for each category of the characteristic aspects of the pedagogical practice coordination activity.