The purpose of this study is to investigate the perception of director-teachers on e-mentoring for child care practice. For this purpose, I distributed questionnaire sheets to child day care teachers in Seoul, Kyungi-do,and Chungcheong nam-do, and among the collected 212 pieces of questionnaire sheets, reliably answered 197 pieces of sheets used to take the statistics. In this process I used SPSS ver 12.0. The following results were obtained. First, demanding for e-mentoring was high, and effective variables were ‘types of institution’ and ‘age of teachers’. Teachers who had longer child care time, showed lower demanding for e-mentoring. Second, experience of supervision child care practice effected on willingness of participation in e-mentoring. Third, teachers expected that e-mentoring will increase the ability of supervision, and thought the roles of e-mentor was ‘acknowledgment of student teachers's merits and respect student teachers as a collaborator.’ Fourth, the expected difficulty was ‘insufficiency of time during child care practice’ and ‘professional support on supervision from specialist’ was the most effective support. This study suggests that professional support for child care teacher is necessary for effective e-mentoring.