Telementoring has been implemented with increasing frequency in elementary and secondary schools over the last decade, as a way to link students school-based knowledge work with that of adults. It is widely acknowledged that in telementoring programs, maintaining participants engagement over time is vital; but little empirical research has directly addressed the question of the rewards participants (particularly mentees) seek through their participation. Program designers have their own sense of what it means for their work to succeed, but what do the participants think of as success? Knowing more about this may enable program designers to provide more effective orientation and support.