Midwifery is considered one of the oldest medical professions, which has experienced numerous ups and downs throughout history. Although it was first practiced by women without formal education, midwifery education became one of the key points in improving living conditions and preventing unwanted pregnancy outcomes. In addition to professors teaching the theoretical part of the course, midwives also require mentors for clinical exercises, who possess certain skills necessary for practical education. The International Confederation of Midwives has determined the conditions that midwives must meet in order to participate in the process of educating midwifery students, however, experience and level of education are not the only factors that determine a good mentor. The characteristics of the midwife, the attitude towards mentoring and the perceived support during the mentoring process also greatly influence the quality of the transferred knowledge. Although educational programs for midwives around the world are different, they all have a common goal, which is to educate midwives who, according to the definition of the International Confederation of Midwives, are competent to perform midwifery independently. Evaluation is part of the mentoring process, which enables the mentor and the student to gain insight into the functionality of the educational relationship. Moreover, reflection on one's own work provides the mentor with insight into the outcomes of one's own actions, and how to improve the outcomes of education in the future. The aim of the research was to examine the views of mentors of clinical exercises in midwifery care about their role in mentoring, with regard to age, level of completed education, place of work and years of mentoring experience. 45 respondents who work as mentors in the Clinical Hospital Centers of Rijeka and Split participated in the research. Most respondents were aged 33 – 42 (31.11 %), and 80 % of respondents had completed undergraduate studies in midwifery or nursing. The research results showed a significant difference in the importance of mentoring factors among mentors with undergraduate education, while other hypotheses about the influence of socio-demographic factors on the importance of mentoring factors were not proven. Mentoring greatly influences the quality and abilities of future midwives. In order to improve and meet the prescribed learning outcomes, it is necessary to conduct further research with the aim of discovering the factors that help mentors in this process.