This study has been conducted to explore and understand whether the social nature of the mentoring experience impacts the novice teachers' and mentors' decisions to remain in the teaching profession. Large school districts often deal with teacher attrition since novice teachers are not secure in their position or confident in the role of educator. Positive mentoring provides a mutually beneficial experience for educators and can improve teacher retention within the district (Strong, 2005). The purpose of the study was to determine the relationship between mentoring and teacher retention. This study examined the quality of the mentoring program, the influence of the mentoring relationship, and the nature of the collaborative relationship as they relate to teacher retention. The target school districts were rural public schools in southeast Pennsylvania. Data was gathered through individual interviews. All novice teachers had a minimum of one year of experience within the school district's mentoring program, and all mentors were tenured. The study revealed collaboration was the key activity that strengthens the mentoring experience and was key to the mentor and novice teachers' professional and personal growth. When a mentoring program encourages collaboration, the teachers, the students, and the school benefit from the interactions of the teachers involved in the mentoring 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.]