The purpose of this study was to investigate use of chat rooms as an aide in a mentoring program for teachers learning a new curriculum. Many mentoring programs have been developed for providing assistance to new teachers. A challenge to implementation is availability of mentors, especially subject matter specialists, as there is usually only one elementary physical educator per building. One option to overcome this challenge is the use of technology, specifically chat rooms, as a mentoring aide. Participants included thirty (12 male/18 female) elementary physical educators from a large urban school district that adopted the Exemplary Physical Education Curriculum (EPEC). Fifteen teachers experienced in the district and with EPEC were selected to serve as mentors for 15 teachers who were new teachers in the district and/or new to EPEC. Participants took part in four days of professional development spread over the school year focusing on curricular use and mentoring relationships. Teachers visited each other's schools once, exchanged video tapes once, and were asked to communicate via chat rooms twice a week. Each mentor team had a private chat room. Blackboard Learning System 6.0 discussion boards were used as chat rooms. During the first half of the project, no specific directions beyond minimum number of chat room contacts were provided. During the second half of the project, specific prompts (e.g. What have you changed in your teaching to have more physically active classes?) were provided once a week. Social learning theory was employed in this study. The chat room content was saved as data files and analyzed via a constant comparison process. The analysis also included, measurement of the quantity and quality of chat room interactions which were evaluated using a content rubric developed specifically for this study. Postings initially were short, general, and personal (e.g. Just checking in, hope you're having a good week.). Project related, postings were brief and focused on questions related to management (e.g. I'm having trouble collecting my pedometers quickly.) or an EPEC lesson (e.g. How can I make the vertical leap lesson more fun?). Individual mentor team postings varied widely both in length and quality. The addition of weekly prompts increased both length and quality of teacher responses. Overall, mentor team communications were direct and provided little evidence of the theorized mentor role of guiding reflection and self problem solving. These results provide guidance for effective use of online communication in mentoring programs.Keyword(s): curriculum, research, technology