The Mentor Teacher Internship Program (MTIP), a program designed to pair experienced mentor teachers with newly hired uncertified teachers, was evaluated for 1993-94. The purpose of the program is to provide non-evaluative and confidential collegial support for the interns, enabling them to develop effective teaching methods and encouraging them to remain as teachers in New York City public schools. Survey questionnaires were sent to all 1,294 mentors, 2,613 interns, 41 district liaisons, 38 United Federation of Teacher (UFT, a collaborating partner in the project), district representatives, 68 principals, and 68 chapter leaders. In addition, evaluators reviewed a sample of mentors' activity logs. Results found that overall interns were quite satisfied with the help they received. Other findings include the following: (1) mentor most often shared information, products, and encouraged deliberation of options on coaching their interns; (2) instructional strategies and classroom management were typically the focus o the mentor-intern conferences; (3) interns felt that they particularly benefited from the discussion of professional practices with their mentors and from mentors' encouragement and support. Overall results indicated that the program had accomplished its major goals. Includes specific recommendations based on the evaluation. (JB)