The increasing internationalization of counselling psychology invites considerations regarding the different ways in which the specialty might be translated into varying cultural contexts. The present study examined the perceived differences in graduate student mentoring in samples of United States of America (n1=92) and Turkish (n1=102) students. In general, US students experienced higher levels of socioemotional support within their mentoring relationships and higher levels of satisfaction. No differences were found in relation to levels of instrumental mentoring support or professional networking support. The relationships between mentoring experiences and a variety of program outcomes were also explored. Overall, socioemotional support was positively related to a range of positive professional outcomes such as satisfaction, scholarly productivity, and the receipt of awards and honors. Differences between the US and Turkish samples were found in this regard, and these findings and their implications are discussed in relation to the translation of counselling psychology to different cultural contexts. © 2010 Taylor & Francis.