Data show an alarming number of novice teachers leaving the education profession within the first five years of teaching. This high turnover has created teacher shortages, negative financial expenses to school districts, and negative impact on student achievement. These ramifications of teacher turnover have concerned educational leaders, legislators, and decision makers on a global level. Therefore, in recent years, many educational systems have turned to mentoring as a possible tool to diminish teacher turnover. This systematic literature review focuses on identifying best practices of mentoring that impact novice teachers' perception of support, collaboration, and self-efficacy. The researcher reviewed studies from a global perspective, non-exclusive to the United States of America. Findings should be of interest and useful to policymakers and educational leaders who create or establish mentoring programs. [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.]