This paper describes the Teacher Support Specialist in Science (TS[cubed]) project, which was conducted at the University of Georgia. This project aimed to provide subject-specific instructional support to inexperienced and student teachers by way of mentoring. During this project, three sets of data were collected to reflect participants reactions to this program: (1) a questionnaire before the summer TS[cubed] course; (2) semi-structured interviews; and (3) evaluator observations during the course. University of Georgia scientists and science educators, secondary science teachers, and Regional Educational Service Agency (RESA) personnel were involved in the program planning and instruction. (YDS)