E-mentoring can provide a rich virtual knowledge-building experience, connecting mentors and students around the world. The need for social distance during the COVID-19 pandemic made it the more plausible means of mentorship, opening to further exploration of its best practices for maximized efficiency and effectiveness (Mahayosnand et al, 2021, 4). This paper is written by a mentor and mentee pair, sharing experiences from both perspectives. The mentor, currently located in Gaza, Palestine, recruited and mentored 6 students in the United States during the 2021 spring semester. These e-mentoring relationships were conducted voluntarily. The mentor is an independent public health researcher interested in Islam and Health and Muslims’ health in relation to COVID-19. The mentee worked on average 9 hours and 6 minutes per week for a 3-credit field experience course. This paper offers an opportunity for the pair to reflect on their research e-mentoring experience, make necessary adjustments for the upcoming semester, and offer insights for future research mentor-mentee pairs. This field report is split into 4 sections: (1) the benefits of e-mentoring; (2) lessons learned; (3) effective e-mentoring tools and systems, such as the weekly meeting call notes system; e-mentoring internship syllabus agreement, mentee research orientation, and maximizing Google Workspace; and (4) tips from a mentee. While forced to this method of mentoring during the pandemic, e-mentoring offers an effective means to conduct academic research globally and should be further explored and promoted.