Mentoring of new teachers by school librarians to build resilience in those teachers creates a pathway to foster collaboration. This study is a follow-up to an American Association of School Librarians CLASS II: Field Study in which fifteen school librarians implemented interventions under the Continuum of Care model for new teachers to increase teachers’ resilience. After the close of the field study, the school librarians completed a survey to examine their perceptions of the model for assessment of need, program theory, program process, impact, and efficiency. The survey developed for this program study consisted of twenty Likert-type items on five subscales, a checklist, and three open-ended questions. Scaled responses were analyzed using SPSS Statistics for descriptive statistics, and qualitative responses were coded using NVivo software. Responses demonstrate overall success of the model, with some changes indicated for efficiency. Common additional duties assigned to school librarians are identified as well as barriers and enablers for implementing the Continuum of Care model. Results further define the relationship between new teachers and school librarians using mentoring to develop collaborative partnerships.