Professional development (PD) plays a crucial role in promoting teachers' linguistic competence and teaching quality, contributing to enhancing and maintaining sources of effective teachers, especially novice teachers with little teaching experience. Mentoring has emerged as a PD activity in which a novice teacher is mentored and directly supported in various aspects by an experienced professional. It has been popularly adopted in several countries in the world, including Vietnam. This study was conducted to investigate the extent of various types of support that the mentoring program provided. Additionally, it aimed at exploring the level of satisfaction of EFL novice teachers regarding the types of support in the program. The study was designed as a mixed-method study, using a questionnaire and interviews as data collection instruments. The study involved the participation of twenty-two EFL novice teachers who have less than three-year experience in teaching and took part in a mentoring program held by a private English center in the Mekong Delta. The finding showed that all types of support in the program, including instructional support, emotional support, physical support, and institutional support were provided to a high extent. The participants hold a high level of satisfaction with these types of support. Based on the findings, some recommendations were suggested to promote the quality of the program and meet participants' needs and expectations. [For the full proceedings, see ED654100.]