The problem addressed in this study was that, while research shows that mentoring relationships are beneficial to novice teachers, it is unclear as to the influence of mentor training on the perceptions of success of novice teachers. As districts and schools in the state of Arizona continue to work towards excellence in collaboration with their educational staff, it is vital that students are supported through educational experiences that are consistent, collaborative, and of the highest quality. Understanding how mentoring training not only effects teachers at the beginning of their professional career, but also creates teacher leadership within learning communities is vital to the design, implementation, and success of induction programs. The purpose of this qualitative, embedded case study was to understand the impact of mentor training on the perceptions of success of novice teachers. The Social Cognitive Theory, which posits that members of a community learn from each other through observation and experiences, framed the work of this study. This theory supports mentoring relationships, where experienced members of the learning community (mentor teachers) guide the newer members (novice teachers) through the social, professional, and practical experiences necessary to become highly effective educators. This qualitative, embedded case study included five dyads, made up of mentor/novice pairs, who were interviewed together and asked to answer survey questions individually. The mentor survey included demographic questions and questions regarding training experiences, along with the Leader-Member Exchange Questionnaire. The novice survey included demographic questions along with both the Leader-Member Exchange 7 Questionnaire and the Mentoring Functions Questionnaire 9. Both questionnaires are designed to measure the relationship between the mentor/novice dyads. Analysis of the interview and survey included coded themes in the transcripts and data/response results from the survey questions. The results of the study showed that novice teachers paired with mentors who received mentor-specific training reported higher satisfaction with their mentoring relationships. The study revealed that mentor training does affect novice perceptions of success, implying that districts and schools should include mentor training in their induction program design, in order to raise the effectiveness of the program. [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.]