The purpose of this qualitative descriptive study was to explore how special education e-mentor teachers in a large urban school district in southern California describe their experiences and expectations. Electronic mentoring was phenomenon examined using Hudson's (2004) five-factor mentoring model as the theoretical framework. Two research questions were used to explore how special education e-mentors describe experiences and expectations. Purposive sampling was utilized to select study participants. Data was collected from 19 special education e-mentors using semi-structured interviews and focus group discussions. Thematic analysis was utilized to analyze data using deductive and inductive approaches. Study results include eight themes: knowledge and experience are keys, opportunities for learning and growth, all talk, and less action on systems requirements, providing feedback has no fixed time or place, e-modeling is daunting, blend of challenges and benefits, need for solid knowledge base, and positive personal attributes are indispensable. The study's findings suggest that special education e-mentors described their experiences positively. Participants highlighted personal, professional, and pedagogical learning and growth that resulted from r involvement in e-mentoring. One implication of the results for school districts was finding opportunities to train and develop mentors using strategies to enhance the quality of support in mentoring programs. The study's findings could also be used to develop or improve mentoring programs that could address attrition in special education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]