Districts nationwide are implementing teacher induction programs as a strategy to increase both beginning teacher retention and student achievement. The induction of beginning teachers has been widely acknowledged as important for teachers' feelings of success and their retention (Darling-Hammond, 1994; Huling-Austin, 1989; Smylie, 1994). Mentoring is only one facet of a successful induction program, but it is the most common component of induction across districts (Fideler & Haselkorn, 1999; National Foundation for the Improvement of Education, 1999; Scherer, 1999). This chapter investigates the implementation of a mentoring program in New York City to explore its effectiveness in meeting the needs of beginning teachers. The authors seek to understand the extent to which new teachers perceived their mentor as helpful, how much time teachers spent with mentors, and what topics were addressed during mentoring. Furthermore, they analyze how these three elements differ by the background characteristics and experiences of the teachers, by school context, and by attributes of mentor assignment. (Contains 4 tables, 3 figures, and 9 notes.)