Abstract: Faced with the challenge of designing and delivering technology-enhanced courses to meet accreditation mandates in a teacher preparation program, and then preparing faculty in 12 months to teach these courses, one university engaged eLearning specialists to serve as mentors for teacher educators to build faculty knowledge about technology-enhanced teaching. This poster describes teacher educators’ perceptions of the characteristics of the eLearning mentors and the strategies they used to promote their understanding about how to integrate digital technologies into instruction. Data sources included interviews with teacher educators prior to and after implementing the courses, related class artifacts, and interviews of the eLearning specialists. Preliminary findings indicate that eLearning mentors were more effective when they: 1) served as coaches, consultants, and co-collaborators, 2) promoted knowledge about instructional design of technology enhanced instruction, 3) promoted knowledge about instructional design of technology-enhanced activities for their own instructional situations, and 4) provided a comfort level with technology used during instruction. The experience of the eLearning mentors with teaching others how to teach with technology was one characteristic that was significant in successfully promoting faculty capacity for mentoring and support learning of others.