This dissertation analyzed the factors that affected the retention of new teachers in the United States. This action research study was conducted utilizing qualitative data. Qualitative methods were relied upon to investigate perspectives from new and veteran teachers. It was proposed that teachers left the profession due to opportunity cost associated with monetary and non-monetary benefits. The working conditions, support from colleagues, access to materials, work hours, student attitudes and parental support all influenced new teachers' decision to leave or remain in the profession. With that said, one factor was not identified in solidarity to suggest why half of new teachers left the profession of teaching within the first five years of their career. However, research claims asserted many new teachers left the field due to a lack of support from colleagues. New teachers experienced stress and burnout induced by poor behavior management skills and an inability to provide effective instruction consistently. An intervention was implemented to assess the affect of building positive relationships whereby veteran teachers provided support to address the concerns of new teachers through a carefully crafted mentoring program. The findings from this study suggested a mentoring program with designated time for intentional interactions between new and veteran teacher had some affect on the likelihood of new teachers remaining in the profession. [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.]