It is tantamount for our education system to support novice teachers to become highly skilled, knowledgeable, and well-rounded in order to prepare students for a successful future in a highly competitive, technological, and global economy. Many studies highly recommend mentoring programs as an effective means of supporting novice teachers, increasing teacher retention, and improving student progress. The purpose of this study was to determine whether a mentoring program provided novice teachers with a successful support system. What was learned was that a trained mentor has the potential to provide a novice teacher with emotional support, pedagogical methodologies, classroom management, and self-efficacy, all of which will increase the probability of greater teacher retention and higher student achievement. [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.]