This study examined whether the telementoring program had a positive impact on beginning teacher self-efficacy. Telementoring is an adaptation of mentoring, using telecommunications technology as the means to establish and maintain mentoring relationships between the participants. The program was intended to create an atmosphere of community; to provide expert training in the profession; to retain good teachers; and to offer support for the new teacher in times of self-doubt. A quasi-experimental design and mixed methods measures were used to determine the effect of a telementoring program on beginning teacher self-efficacy. Participants were members of a district induction/mentoring program. An experimental group of 20 first-year teachers that participated in a supplemental telementoring program were compared to 20 first-year teachers who did not. The Teachers' Sense of Efficacy Scale was used to collect data on beginning teacher self-efficacy. A pretest was administered prior to the treatment and members completed a post-test at the conclusion of the study. Results were analyzed using a one-way analysis of variance. The experimental and control group results from both assessments were measured and compared. No statistically significant differences were found between the experimental group that participated in the telementoring program and those in the control group who …