Many educators are leaving their teaching positions, especially in the early years of their career. This has led many states and districts to mandate teacher mentor programs for new teachers with the hope of retaining these teachers. However, even with these mentor programs, new teachers are continuing to leave their positions, which affects the district, the school, its employees, and the students. A lack of knowledge about teachers' experiences as mentees in mentoring programs limits a state's ability to improve programs. This study was conducted to address this gap in knowledge. The purpose of this qualitative study was to explore new teachers' perceptions of their experiences with their state's mentor program and how they feel supported by the mentor program. The theoretical framework for this study was the Knowles's adult learning theory, andragogy. A generic qualitative approach was used to learn about new teachers' experiences. Participants were nine teachers within a suburban school district in a Southeastern state. Semi structured interview questions were used to gather data regarding teachers' description of their experiences. Data were interpreted through a thematic analysis. Four themes were identified in response to the research questions: (a) mentees' relationships with mentor determine outcome, (b) mentees' sense of community, (c) mentor communication with mentee, and (d) mentor program's overall structure. This study's findings may have potential implications for positive social change within school districts and the ways they support new teachers. Greater support for new teachers may increase teacher retention and contribute to positive social change in the community. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]