School administrators and policymakers may know, well trained mentors have a positive impact on the teachers with whom they work, yet little is known about mentors' training in asynchronous online environments. This qualitative study answered this research question, how did K-12 mentors in the United States (U.S.) describe the connections between their asynchronous online mentor training and their mentoring practice. The sample population drew from three different school districts within three different regions of the U.S. Each of these districts used a different type of asynchronous online training model for their mentors. A thematic analysis uncovered several themes common across each of the different districts and within the literature. These themes focused on ways mentors in an asynchronous learning environment shifted their understandings of the instructors' role, incorporated online content within their mentoring work, and translated feedback to adjust their practices. The findings also suggested ways that administrators and policymakers should structure expectations for asynchronous online instructors and training participants. [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.]