This case study is a continuation of a research project that investigated 149 mentoring teams in four school districts over a two-year period. The primary goal in the first phase of the study was to identify mentoring teams that were regularly encountering problems, introduce intervention procedures, and assess the effectiveness of those procedures. In this phase, three teams were selected from the original study to represent four common problems encountered during formal mentoring: institutional barriers, issues of time, lack of emotional support, and poor interpersonal skills. Results indicate the need for a closer examination of the principal's role in the mentoring process, more attention to how mentoring coordinators and administrators use their time, a more rigorous mentor selection process, a more detailed evaluation of the teaching environment, additional support mechanisms, and more prevalent sharing of research.