This study explores the online mentoring experiences which supported various and urgent needs that occurred during the educare practicum for the preservice early childhood teachers at a Lifelong Education Center affiliated to a university. It aims to describe the experiences of the preservice early childhood teachers during the online mentoring program which aided the educare practicum to be accomplished in depth. The participants of the study were 9 students of the educare practicum class of the Lifelong Education Center affiliated with a university in D-city, and all the participants volunteered to join this research. The research materials were collected and analyzed from the in-depth interviews, the conversations in the mobile phone community, the recorded classes, the practice diary and the case presentations. As a result of the study, the preservice early childhood teachers experienced ‘a place for communication’ in the process of asking questions and finding answers together, and ‘an emotional communicative space’ by not feeling alone during the difficult educare practicum, both physically and mentally. However, they also experienced the online mentoring program as ‘a limited and stagnant place’ because of mistakes and recurring questions. During the educare practicum, the online mentoring program had a meaning as an effective method of handling crisis that the preservice early childhood teachers experienced, and as a place for a sense of security, but it also left a room to reconsider the qualifications of the mentees, and for the necessity of both on-line mentoring program and off-line mentoring program.