This pilot study explored how a small group of associate teachers responded to a web-based learning tool created specifically to support them in mentoring teacher candidates during the practicum component of an initial teacher education program in Southern Ontario, Canada. The learning tool's content drew from the teacher education literature, and its development was grounded in constructivist learning theory, web-based learning literature, and reflective practice. Associate teachers found the learning tool flexible, convenient, easy to use, and although they appreciated the non-directive nature of the learning tool, finding time to access and interact with the tool proved challenging. Associate teachers benefited from accessing and interacting with the learning tool, to varying degrees depending on their prior experiences, with improving feedback processes and practices, supporting teacher candidate planning processes, and facilitating teacher candidate induction emerging as three key areas of enhanced understanding and practice. Two key drawbacks of the learning tool included lack of human interaction, and sufficient time to interact with the learning tool more deeply.