Mentoring is a complex, interactive process that takes place between individuals with different levels of experience and expertise, where the expert (the mentor) supports a male or female colleague (the mentee) in order to achieve efficiency and quality of personal work, to advance professionally and to contribute to the quality of his institution of employment. Mentors can use various mentoring styles that can be identified as: (1) Letting go style, (2) Active listening style, (3) Prescribing style, (4) Advisory style and (5) Cooperative style. In the available literature there is no research about mentoring styles in the professional training of bachelors of nursing. Aim: The aim of this paper was to examine mentoring styles in the professional training of bachelors of nursing with the goal of determining a connection between the style and the mentor’s characteristics depending on their level of education, work place, work experience and the year of studies of the mentee that is being mentored in the medical institution. Examinees and methods: Examinees (62 examinees) were mentors to bachelors of nursing, appointed by the University of Applied Health Sciences in Zagreb to support the students’ professional development in medical institutions on the start of their careers. The instrument of research was a validated survey (MINT Mentoring Styles) used in other international studies. Results: Results show that the majority of mentors (34 examinees-mentors) use cooperative style in their work, followed by advisory style (16) and active listening style (2), whereas no mentor uses letting go style. No statistically significant difference was determined (p<0,05) between the mentoring style and the length of work experience of the mentor, as well as the year of studies that the mentor and the nurse mentee are cooperating on. However, a substantial difference was determined regarding the mentors’ level of education and his workplace: mentors with undergraduate education have higher levels of advisory and cooperative styles as opposed to mentors with graduate education. Likewise, mentors working on general wards and in primary health care have a higher incidence of cooperative styles than mentors in the ICU. Conclusion: Mentoring has a long tradition in nursing. Formally appointed mentors use different mentoring styles so it is important to be aware of one’s personal mentoring style as a prerequisite to efficient work with young nurses in the process of their professional training. In the field of mentoring in health care further research is needed to form a basis for the development of a formal educational program for future mentors.