Researchers investigated the use of two mentoring programs for students who were part of a support component of Fundamentals of Conceptual Understanding and Success (FOCUS), a comprehensive intervention grant for students enrolled in developmental mathematics coursework at a large public Texas university. The technology-based mentoring program, titled e-Sponsor Program, was compared to a campus-sponsored mentoring program. The programs differed in terms of mentor-types, mentor training, and use of technology. Results of an end-of-semester survey revealed no statistically significant difference between groups in terms of participants' quality interactions or perceived helpfulness of their e-Sponsor or mentor. The quantitative data confirmed that, regardless of group, more frequent quality interactions resulted in participants perceiving the interactions with mentor or e-Sponsor as very helpful. When participants' perception of helpfulness of the e-Sponsor and mentor was examined in terms of form of communication, the only statistically significant finding was face-to-face interactions. In the qualitative portion of the study, four categories of quality interactions emerged from participants: (a) receiving study and scheduling tips, (b) practicing to interact with professors by practicing with e-Sponsors, (c) receiving helpful advice that could generalize to other courses, and (d) learning to advocate for themselves in academic and practical situations.