The purpose of the exploratory case study was to examine the perceptions of mentees and how they receive a mentorship program and its perceived effectiveness for novice teachers at a high-poverty elementary school. The theory guiding this study was by Katz, which focused on the four dimensions of training for preschool teachers. The approach highlighted the development stages of the teacher, the training needs, the location, and the timing of the mentoring activity. The growth of teachers often occurs in four stages associated with survival, consolidation, renewal, and maturity. Katz's theory and the findings of this study demonstrated that integrating flexible and continuous mentorship supports the development of novice teachers and helps them cope with the challenges associated with the profession. This study used semi-structured interviews to capture the meaning for and experiences of novice teachers' perceptions about mentorship experiences. To summarize the findings, the researcher used Microsoft Excel to code the data into themes. After coding, the researcher identified the following themes: behavior management, teacher support from other teachers, lack of support, pedagogy, curricular resources, emotional support, and lesson planning. The data collection was derived from answering the study's two research questions during interviews with four participants. The theoretical framework and literature review supported the findings presented in the study. [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.]