This qualitative study involved five beginning teachers who had theopportunity to participate in an online mentoring program provided through auniversity/school partnership. These teachers were selected from a group of 65 teachers who had participated in the online mentoring program. In this program of two time periods lasting two months each, teachers were given opportunities to participate in discussions with university-based mentors on various topics via the web portal. Additionally, each teacher also had a school- or district-level mentor. This study explored why some first year teachers participated frequently in the web portal while others did not. Obstacles and supports associated with the web portal were identified. Obstacles included technology, time, directions, surviving, and subject specific needs. Supports included camaraderie, sharing strategies, and feedback. Recommendations included providing more support for technology, face-to-face professional development along with online mentoring support, and more time for reflection and participation in mentoring activities. (Contains 1 table.)