Teacher retention is currently one of the most pressing issues in education. This study encourages educational leaders to view mentoring programs that foster reciprocal relationships between beginning teacher and veteran teachers as a means of improving teacher retention. Mentoring programs could create relationships that provide increased intrinsic motivation and self-awareness for all involved. The mentoring process could provide the support and guidance necessary for new teachers, further engage veteran teachers in their profession, and improve teacher retention in both parties. The design of the study was a mixed methods approach utilizing the QUAN-QUAL model of research. The survey was administered online through "SurveyMonkey." This survey contained Likert-type items that the respondents answered indicating the level of agreement or disagreement as well as open-ended response questions. Data from this study provided evidence that of the five levels of the "Hierarchy of Teachers' Needs" both mentors and mentees scored highest in the self-actualized level. Both mentors and mentees considered the "Hierarchy of Teachers' Needs" in this order: (a) self-actualized, (b)interacting with others, (c) comfortable and safe, (d) feelings of success, and lastly, (e) basic needs including organizational skills and classroom management. The responses within the "Areas of Reciprocity within a Mentoring Exchange" of reflection, growth and challenge showed the largest difference between the mentors and mentees responses to be in growth. Results from this study indicate a significant difference between the responses of the mentor and the mentee in growth. These results are further supported by the qualitative data in that mentors did not describe growth as being more important than reflection, but mentees did describe growth more often than that of reflection and challenge. Quantitative data from this study provided evidence that mentors and mentees both chose challenge to be a top "Area of Reciprocity within a Mentoring Exchange," but qualitative data suggested some variation in these results. Mentors still described reflection to be the area of most reciprocity within a mentoring exchange while mentees named growth as more of a factor for them within a mentoring relationship. This study's results can provide educational leaders with the idea that fostering reciprocal relationships between the mentor and the mentee could be a means of motivating our teachers through instilling reflection, growth and challenge. This study provides evidence that if a mentee and a mentor are engaged within a mentoring relationship then reciprocal intrinsic motivation could develop. Intrinsically motivating mentors and mentees; specifically, in areas of reflection, growth and challenge, could improve job satisfaction. Improving job satisfaction in both new and veteran teachers could be the driving force behind both new and veteran teacher retention. Educational leaders should look to mentoring relationships and programming to increase intrinsic motivation by providing the challenge that veteran teachers or mentors long for, the growth necessary for a new teacher or mentee to become successful in the profession, and the reflection necessary to adjust and improve throughout his or her career. Fostering mentoring programs within districts and encouraging supportive, mentoring relationships within the school buildings could be a start to increasing intrinsic motivation while improving both new and veteran teacher retention. [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.]