This case study examines the growth of Chris, a novice string teacher who, after two years of near-failing evaluations, successfully received tenure following his third year of teaching. Observations and interviews with Chris and his supervisors and mentors provided varied perspectives on his progress. Improvement came during the third year, when a newly-appointed supervisor finally identified and worked to remediate serious gaps in Chris' pedagogical knowledge. Teaching experience, Chris' confidence in his own ability to learn to teach, and an appropriate supervisor match were other important factors in his success. Findings suggest that mentoring a struggling novice may require development of a framework for pedagogical knowledge as well as specific teaching techniques, adherence to basic educational principles, and a substantial investment of time. Further research might provide greater understanding of novices' own voices, of the ways they interpret advice, and of combined factors that influence supervisory relationships.