Effective mentoring is an integral component of the doctoral dissertation process.  Prior research amply explored the triadic symbiosis of faculty mentoring skills, responsibilities, and values within the dyadic mentor-protégé relationship, but did not substantively analyze faculty views of the essential e-mentors’ characteristics for mentoring online doctoral dissertations. As a result of the lacunae in the mentoring literature, this qualitative case study will investigate these views, using purposeful sampling methodology. Insights will be gained through a voluntary, anonymous survey distributed to ten online doctoral dissertation Chairs via email.  Data will be collected from open-ended surveys administered electronically, telephone interviews with faculty and faculty reflective journals, and will be analyzed thematically using a pattern matching technique congruent with case study analysis. Repetitive patterns and themes for categorization and analysis, crucial to case study data investigation, will be identified.  NVivo software will be used for forming themes from transcribed interviews, surveys and journals.   Patterns of information gleaned from the survey, interviews, and journals will be utilized for triangulation of results.  Mentoring characteristics within the tri-fold convergence of values, professional skill, and relationships will be explored through the lens of online doctoral faculty.  The study results may be transferred to similar contexts as this proposed research should prove beneficial to e-mentors and doctoral learners. E-mentors will be able to utilize the recommendations to more effectively mentor their students.