This study examines the results of a three year video mentoring program, the NASA Virtual Science Mentor (VSM) program, which paired 56 NASA mentor engineers and scientists with 56 middle school science teachers in seven Southwest Florida counties. The study sought to determine the impact on students, mentors, and teachers participating in the program. The paired teams met through a desktop video system. The mentors were involved in several activities such as lecturing, evaluating student projects, providing NASA resource materials, and responding to questions via email. Overall results showed that student progress significantly increased over the three year period in the following areas: class participation, critical thinking skills, teamwork, communication and participation in science projects. The majority of the teachers rated the program as excellent and a majority of the NASA mentors rated the program at least satisfactory. (Author)