Year One of the 3-year Montana Beginning Teacher Support Program (BTSP) was conducted as a pilot study to investigate mentor-mentee pairing functioning under the study parameters as evidenced by a sampling of Montana participants, and to develop a manageable research model to be implemented during the second and third years of the study. The study examined whether the formal pairing of a beginning teacher with an experienced mentor during the first year of teaching facilitates the pace and quality of the new teacher's development into a competent practicing professional. A sample of 11 beginning teachers, 11 mentors, and 11 school districts was the data source for the pilot year; each of the 8 teacher preparation institutions in Montana had at least 1 graduate in the sample. The purpose of data collection during the pilot year was to help define the research implementation content and procedures to be used during the remaining two years of the study. Data were generated in response to concerns about: (1) expectations and need; (2) common and individual goals; (3) the meaning and indicators of professional development; (4) constructing and using individual professional development plans (IPDPs); (5) mentor training and guidance; (6) structured and informal communication; (7) impact of the local context; and (8) logistics. Findings of the pilot project are summarized a 11 principles, divided into 3 categories: mentor-mentee relationship, context, and professional development. These principles are the foundation for the design of subsequent years of the study. Results of the pilot suggest that mentoring is extremely valuable for new teachers, and that further research should focus on success of the BTSP and how to make mentoring as effective as possible. (Contains 12 references.) (ND)