The purpose of this qualitative study was to examine new teacher perceptions regarding their induction and mentor programs, paying particular attention to how the instructional supports and psychological supports in their induction and mentor programs shaped their current views about teaching in a high-poverty school and their instructional practices. Data were collected from focus group interviews, individual interviews, fieldnotes, and documents. Analysis of the data followed qualitative study procedures. This study resulted in four findings: (1) a lack of teachers, mentors, and high quality, aligned professional development at the school site created a perception that there is not a clear articulated plan for support and development of new teachers; (2) the informal mentoring structure has made a notable impact on teacher satisfaction, retention, current views, and current teaching practices; (3) teachers advocated for the prioritization of psychological support throughout the first three years of teaching through their induction and mentor programs; and (4) teachers in the study believe five mindsets (belief in students, care for students, teacher efficacy, humility about your experience, and a desire to serve as a role model for students) are necessary in order to be an effective teacher in a high-poverty school. These beliefs were developed through informal mentoring, personal experience, and personal backgrounds. The findings from this study have implications for state departments of education and school districts. [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.]