New teachers enter the teaching profession from varied backgrounds, creating numerous unique needs. For instance, traditional teachers earn degrees in teaching, whereas alternate-route teachers earn college degrees in content areas. Both types of teachers must pass the Praxis test before being hired by a school district in the State of New Jersey. Thus, mentoring programs have become essential sources of support for first-year teachers, who are expected to perform the same duties as their veteran colleagues despite their lack of experience. This study explored 1 mentoring program from the perspectives of 4 traditional teachers, 4 alternate-route teachers, and 4 mentors who participated in the same mentoring program to determine what support was provided, what components were missing, and what components should be included to meet new teachers’ unique needs. The 2 groups of teacher participants completed 1 online questionnaire, answered 3 open-ended questions, and participated in 1 audio personal audio interview. The 4 mentors participated in 1 personal audio interview. The implications of this study provide a better understanding of the unique needs of 2 groups of diversely trained teachers. In addition, critical components were identified to include in mentoring programs to better meet new teachers’ individual needs. This study will provide designers of mentoring programs and professional development workshops useful information and may foster the development of collegial learning communities. Recommendations from this research found that mentoring programs should be flexible enough to provide more individualized support. Further research is needed on the mentoring process and the various aspects that contribute to new teachers’ success.