This article examines a pilot program's mentoring component involving first-year interns and veteran teachers in relation to new teachers' needs and effects regarding support and professional development. Mentoring along with delayed work requirements and evaluation increased interns' adjustment to teaching. However, emotional and technical support through mentoring proved inadequate in meeting needs. Interns wanted structured professional development including information sharing, peer networking, and evidence of professional growth. The article increases our understanding of mentoring and has policy implications to promote effective induction for new teachers. (Contains 1 table and 1 footnote.)