This paper describes an ethnographic study of four intern pairs in a specific local setting to explore the effects of specific mandates of the New York State Mentor Teacher Internship Project (MTIP). Guidelines and regulations designed to be supportive of both mentors and beginning teachers were in conflict with local cultural norms and resources. As a result, program structures became an impediment to achieving basic program goals. Key characteristics of the state-funded MTIP program stood in contrast to a locally developed and funded predecessor. Problem areas were mentor selection and training, released time for mentors and interns, use of replacement teachers, and compensation for mentor duties. Mentors were reluctant to be part of a program that supplanted the local model. No financial incentives were awarded to mentors--a critical violation of the local cultural norm. Interns received negative faculty reaction to their reduced teaching load and, by deferring to other faculty as role models, occasionally experienced strained relations with their mentors. The use of replacement teachers to insure released time for the pairs was problematic since few substitute teachers were available. An analysis of these and other problems in the program offers the basis for suggested reforms. (JD)