While induction and mentoring programs for new teacher have been a part of education for many years, there is minimal information on induction and mentoring programs for new teachers in schools that serve Native American students. The purpose of this study was to examine induction and mentoring programs on Native American reservation schools to identify what unique characteristics of support were being provided or were needed for new teachers. Interviews were conducted with 21 participants in seven schools throughout four school districts. Participants discussed current mentoring programs and their sources of support, as well as what areas of support they needed as new teachers on reservation schools. The study revealed that there were no formal mentoring programs occurring at this time but the lack of a formal mentoring program did not indicate a lack of support for new teachers in their school. The amount and quality of support for new teachers in these schools was tied to good administrative support and also the ability of new teachers to find supportive relationships with other teachers or staff members in their school or district. New teachers felt that support in the following areas would help them during their first years; Indigenous language and culture integration, new teacher orientation and professional development with follow-up, guidance in building relationships with students as well as understanding the students and their struggles, and getting to know the community where the school is located. Implications and recommendations for future research are provided. [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.]