Mentoring sixty-three undergraduate students online yielded information through distance learning discussion to provide changes by improving the delivery and learning acquisition of new skills in online education. Responses from mentors and mentees having used and experienced various mentoring techniques were analyzed and results further indicated mentoring facts and techniques which enhanced the skill and experience of new distance learning instructors as well as learners. The quantification of the students' responses on the main survey questions was analyzed by using descriptive statistics and multiple response procedures for categorical data while inferential comparisons across classification groups (i.e., juniors and seniors students) as well as comparison across three levels of course performance was examined via the Chi-Square statistics tests for independence. Although the undergraduate students indicated only marginally significant perceptions of type of mentoring used in relation to their overall performance in the course and classification levels, the study yielded perceptions reported after actual performance of mentoring relationships. Both juniors and seniors were willing to mentor others to share what they had learned about online learning. There was no difference in choice of activities except that seniors were more willing to help with technical issues (0.05%) and juniors were more willing to warn those students new to online that taking an online course is not as easy or successful as they might think (0.048).