Mentoring programs for beginning teachers have garnered much attention in the field of education in the past decade. There is an increasing call for the redefinition of the traditional mentoring program, which often caters only to the first-year teacher, providing primarily emotional and procedural support. The Plymouth Public Schools (PPS) has heard this call, and has recognized that it needs to extend its mentoring program beyond the first year of a beginning teacher's career to ensure that novice teachers receive ongoing and sustained instructional support. In response, the researcher was asked to develop the second-year teacher mentoring program, and chose to engage in a program evaluation to investigate the outcomes of the program based on its initial year of implementation, utilizing a mixed methods approach. Data collection involved the perceptions of both the mentees and the mentors involved with the program, and included: (a) a survey to determine initial perspectives of the program's outcomes (b) a focus group to more fully investigate these perspectives (c) a document analysis of the social networking outputs (i.e., mentor and mentee blogs, discussion forum archived posts) that are built-in program components, and (d) researcher's field notes. This data was analyzed in order to determine not only what outcomes of the program were achieved as perceived by participants, but also which aspects of the program contributed most to these outcomes. The findings contributed to refinement of the new program for the Plymouth Public Schools. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]