This paper describes types of university supports available for mentoring in one school district. The district created a unique mentoring program to aid first- through third-year teachers in developing pedagogy, professional skills, and characteristics that would enable them to succeed in teaching. The program was developed for preservice teachers seeking preK-4 licensure. Its focus involved the Teacher Work Sample Methodology. One of the project objectives was to design a collaborative effort between a teacher educator, arts and science faculty, and school practitioner to support teacher candidates in their design and implementation of a teacher work sample. Science professors served as science mentors. The subject of science for the mentoring program was chosen because many early childhood graduates lack acumen to teach science to their students in a high quality manner. Student teachers and mentors completed an evaluation form that examined the number and types of contacts between the two groups and contributions the science mentors made to the units. Overall, most student teachers found the support of mentors to be very helpful in increasing their knowledge of the preK-4 science curriculum. The dyads were most effective when the content of the science unit matched the mentor's area of expertise and ability level of classroom students. (SM)