Mentorship, as one of the types of mentoring activities in the educational sphere, is currently a promising direction of pedagogical influence, expanding the possibilities of personal development of students and optimizing the professional competence of teachers. Mentorship aims all subjects of this process at non-directive, co-evolutionary interaction, which creates an effective developmental environment for obtaining/updating knowledge, skills and abilities, expands the range of self-development of each individual. This circumstance can act as a powerful trigger for expanding the classical format of educational impact on students and stimulates the growth of professional skills of teachers. In this regard, it is important for the scientific community to study in depth the specifics of the principles used in the process of mentoring students. An important point in building a successful, effective mentor’s (teacher’s) work with mentees (students) seems to us to be the nuances of the accents of interaction, which are based, of course, on the basic principles of the personality-oriented and activity-based approaches applicable to the educational sphere. At the same time, it is the nuance, the specificity of the principles realized in mentoring that determines their peculiarity, which affects the effectiveness of the mentor’s work with students. The purpose of this article is to analyze the peculiarities of the leading principles of mentoring interaction, to emphasize the vector of the direction of mentoring influence in the system “teacher-students”. The methods of obtaining theoretical data presented in the article were the general ways of analyzing and synthesizing the information available in scientific practice concerning the problem of leading principles of mentoring. The article presents scientific data related to the substantiation of the peculiarities of the leading principles of mentoring. This information will help to expand the understanding of the essence of mentoring work of a teacher with students.