This case study sought to address how one principal mentoring program supported the development of eight novice elementary principals serving in a large Midwestern urban school district. Using semi-structured interviews, the novice principals described their experiences as participants in the urban district's mentoring program. Results indicated that novice principals benefit from a) formal mentoring programs, b) quality time with mentors, c) mentors with strong leadership experience, d) mentoring guidance with executing district policies and procedures allowing them to navigate job expectations, and e) a positive relationship with mentors that includes open communication.