The purpose of this study was to examine the relationship between mentoring and Early Career Teacher retention, within an urban school district in Maryland. The research examined mentoring and teacher retention in an urban school district. There were 11 participants in the study. Seven of the participants remained in the district after their three-year mentorship support. The other four participants left the district at the end of the three years. The study was phenomenological, as it examined the lived experiences of the Early Career Teachers. The study's methodology utilized purposeful sampling and data collection using semi-structured interviews. Some of the major themes identified were mentoring is important for new teachers, mentors should operate in full time positions, mentors should possess certain traits, and the summer orientation session is beneficial.