The purpose of this study was to examine beginning and mentor teacher perceptions of teacher induction academies and the effects it has on teacher retention. This mixed-methods study surveyed approximately 60 teachers in a small rural school district in South Mississippi regarding their participation in teacher induction academies and its impact on whether they will stay or leave the profession. The study explored the association between new teacher support, cost effectiveness, observations of experienced teachers, financial incentives for mentors, program components, mentoring, intent to remain in the field, along with the components of the program. The findings from this study concluded that the implementation of Teacher Induction Academies can be used to increase teacher retention in Mississippi. The most effective component found within this study was mentorship. The mentor was found to play the most vital role in retaining new teachers. Additionally, the results of this study can be used by school districts in Mississippi in an effort to provide support to beginning teachers. [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.]