Mentoring plays a key role in professional development. Long-term personal contact is most effective, however that type of relationship is difficult to develop due to limited time and financial resources, as well as the fact that elementary physical education teachers may be the only subject matter expert in their school. Theorists suggest that technology can help overcome these challenges. This study's purpose was to examine thirty teachers' perspectives on the use of electronic mentoring via chat rooms as a component of a mentoring program. Their district adopted the Exemplary Physical Education Curriculum (EPEC) in the last few years and was attempting to make it the primary curriculum taught at the elementary level. Fifteen teachers experienced in teaching EPEC in the school district served as mentors to 15 teachers who were either new to the school district, new to teaching at the elementary grade level, and/or new to EPEC. In addition to workshops and school visits, each mentor team was responsible for participating in an online discussion twice per week in their private chat room. At first, no specific directions were provided beyond the minimum number of chat room contacts. After about a month 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. Data were collected in a series of interviews and analyzed via a constant comparison process. Although the chat rooms were somewhat effective in promoting mentor relationships, teachers reported concerns. The first was that communications were not as personal as they preferred. Janice explained, “You just feel so impersonal when you're chatting.” The teachers' second concern was the quality and length of their communication. Chad shared, “I come up with a lot more things to talk about if her and I are just sitting there. I think of other things spontaneously so I think it [chat room] does limit it.” A final concern was that discussion forums did not allow for timely communication. Shelly commented, “You want to know the answer right now. So by the time she'd write back if there was a problem, it wasn't fast enough for me.” These results provide guidance on the design of effective mentoring programs and how teachers may react to electronic mentoring. Future projects need to address teachers' desire for more personal, in-depth and timely communication.