This study explored the lived experiences of experienced educators who support novice teachers to better inform teacher recruitment and retention policies and practices. A qualitative transcendental phenomenological method was used to interview 12 experienced educators from four high schools in one Louisiana public school district to learn about the impacts supporting novice teachers is having them personally and professionally. The six dominant themes that emerged from the data were challenges, best practices, leadership, rewards, legacy, and vision. Dominant findings included participants' concerns about their profession and communities, the rewards they reap from supporting novice teachers, and their thoughtful visions for how novice teacher support can be improved for both experienced and novice educators. [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.]