The purpose of this study was to examine the value of mentoring techniques as perceived by beginning teachers. One specific school district in Southern California using the Beginning Teacher Support and Assessment (BTSA) program was the focus of this study. There were 12 beginning teachers involved in their second year of the BTSA program. The study focused on elementary school teachers (Kindergarten through fifth grade). The beginning teachers were interviewed so the researcher could identify their perceptions of effective techniques used by their mentor during their first year of teaching. This study found four common themes which emerged during the interviews. They were "interactive dialogue," "collaboration and joint planning," "demonstration and modeling," and "observation and feedback." All of these findings indicate that beginning teachers need assistance which will promote retention and confidence in the teaching profession. This will help induction program designers and administrators to consider these effective techniques when developing and implementing an induction 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.]