In this collaborative research, we designed an e-mentoring program for novice teachers and explored online interactions between mentors and mentees, participant satisfaction, and the perceived benefits of the program for mentees and mentors. Our study included 14 mentees, 14 mentors, and 6 teacher educators. Data were gathered through online messages and semi-structured interviews. We found that the interaction frequency changed based on the participant group, the e-mentoring environment was mostly problem-based, and participants provided cognitive, affective, and instrumental support. Moreover, participant-related factors, as well as factors related to the design of the e-mentoring program were found to have influenced teacher satisfaction with the program. We also determined that the e-mentoring program provided different types of benefits for the professional development of mentees and mentors. Finally, we concluded that e-mentoring can be an influential method to help novice teachers providing that the design and participants of the program are meticulously reviewed.