Student teaching has long been an important aspect of teacher training programs (Koskela & Ganser, 1998; Paese, 1984; Tannehill & Zakrajsek, 1990, 1998). How do cooperating teachers gain mentoring skills? What is the university's role in the supervision process? Tannehill (1989) compounds these difficult questions by implying that the cooperating teacher's position is often the most ignored student teaching feature. Ganser (1996) reported that because of most universities' ambiguous dissemination of the roles and responsibilities of the cooperating teacher, there is confusion, ignorance, and a resulting lack of understanding of the student teaching process. The scarcity of cooperating teacher training combined with inadequate communication from the university poses a bleak picture for the significant mentoring process that pre-service teachers should experience. The purpose of this qualitative study was to investigate cooperating teachers' supervisory beliefs and practices as they mentored a student teacher and had access to a web-based learning system. Blackboard® was used as the internet resource tool for seven volunteer cooperating teachers who were hosting student teachers from a Northeastern university. The Blackboard® content, which included an introduction, supervision skills, instructional skills, and resources, was developed by the researcher and reviewed by four university faculty members. The cooperating teachers were introduced to Blackboard® prior to their student teachers' placements and then interviewed at the end of the 8-week session. The seven student teachers recorded weekly data on the supervisory practices of their cooperating teachers and were interviewed at the end of their placements. Interviews were also conducted with the university supervisors who completed the seven triads. All interviews were tape-recorded, transcribed, and returned to the participants for member checks. The method of reporting the data was parallel to that of portraiture (Lawrence-Lightfoot, 1997). Each cooperating teacher's mentoring story was told, followed by the generation of themes using a constant comparison method of analysis. Student teacher logs, school information and teacher backgrounds were used to set the mentoring stories into their unique contexts. The convergent themes revealed that the cooperating teachers' use of Blackboard® as a resource was primarily affected by their level of computer skills and their amount of mentoring experience. The results of the study suggest that the use of an internet resource for cooperating teachers may be beneficial for cooperating teachers who have little experience in mentoring.