This study examined pairing preferences of participants in a statewide new teacher mentor program. Participants self-identified the importance of factors such as teaching the same or different content area, same or different grade span, same or different building, and having similar or different personalities. Since the study was impacted by the transition to remote learning during the COVID-19 pandemic, preferences for types of meetings for mentoring and successful remote mentoring strategies were studied as well. There was a significant positive correlation for mentors who were at a different location from their new teacher and the mentor's preference for a combination of virtual and face-to-face meeting. There was a significant negative correlation for mentors who were at a different location from their new teacher and the mentor's preference for face-to-face meetings. Findings also indicated a 99% retention rate for new teachers who participated in this two-year mentoring program.