Many novice teachers begin their teaching year eager, excited and optimistic only to ultimately become frustrated and defeated by the end of their first year. The case for high quality mentoring programs is strong, considering that beginning teachers today face more difficult challenges than those just a decade ago (Ganser, 2002). Research has indicated that mentoring practices for first year teachers have been scantily orchestrated. Mentors are often assigned by administrators to meet or satisfy licensure requirements without regard to individual teachers’ needs or area of expertise. In physical education specifically, professional development opportunities, which should grow out of the mentoring process, in practice rarely occur. The development of a good mentor program can have many benefits. Most importantly, it can be the catalyst for collaboration between the veteran and novice teacher leading to professional growth and development, particularly for the latter. The purpose of this study is to identify the mentoring practices and professional development opportunities available to first year physical education specialists, as a means of providing insights into the development of appropriate mentoring programs. Eight first year physical education specialists were contacted to participate in the research study. Six of the eight contacted, participated in the study. The primary data source was a 60-minute semi-structured interview, focused on mentoring experiences that each received in their first year teaching position, and professional development opportunities. Additional data included field notes and document analysis (Bogdan & Biklen, 1998). Data were analyzed using constant comparison analysis (Bogdan & Biklen, 1998). Document analysis of their teaching portfolios provided the opportunity to compare their responses with actual practice and professional development goals/plans. Trustworthiness, credibility and dependability (Patton, 1990) were established through peer debriefing, member checks, and triangulation of data sources (Rubin & Rubin, 1995). The findings indicate that first year teachers reported the need for mentorship. These teachers were all assigned a mentor, but reported receiving mentoring only when they sought assistance. These teachers received no feedback on their practice; lesson planning or professional development plans. Each teacher reported seeking additional support from external self-selected mentors (i.e. other schools, university professors, or cooperating teachers). They reported selecting these mentors, because of shared ideals, values, teaching philosophy and/or subject knowledge. This evidence indicates that mentoring practice is important to the novice teacher during their induction years and supports the need for improved mentoring programs. Keyword(s): professional development