In this chapter, the authors draw on their experiences with working in building virtual communities of teachers and a pilot program to examine the prospects for increasing consistency in the effectiveness of new teacher support through online networks. Although not intended as a substitute for high-quality face-to-face mentoring experiences, online or virtual support can be structured to encourage highly valuable, frequent, and focused interactions. In this way, virtual programs can fill the gaps of existing mentoring and induction efforts that are too frequently constrained by mentor supply, teacher scheduling, and school politics (Schlager, Fusco, Koch, Crawford & Phillips, 2003). This chapter suggests that online mentoring, if fully developed and funded, may provide a unique opportunity to offer novice teachers the knowledge and skills they seek and their students deserve. The chapter concludes with some considerations for improving new teacher induction.