In this paper we present two studies that examine mentoring supports for alternative certification teachers from three perspectives: pre-interns, mentor teachers, and site administrators. The diverse sample population allowed us to study the role of race, gender, age, and prior careers in six domains of teacher learning and in their beliefs about students. The results showed differing perceptions of support and the critical need for mentoring across all domains of teaching, regardless of teacher characteristics. The findings suggest several needs: clear mentoring goals, better communication, effective mentor training, and a stronger instructional focus.