The purpose of this qualitative study was to research how to mentor new teachers in international schools to develop a framework for mentoring new teachers in the international school context. A search of the literature revealed that while studies had been conducted on international school teachers, and mentoring had been identified as a need, research still needed to be conducted in order to develop a framework for an effective mentoring or new teacher induction program. Using the theoretical frameworks of transformational learning, Hofstede's cultural dimensions, and Tight and Loose cultures theory; this study is intended to address the gap in the literature and research. A survey was conducted asking mentors in international schools to rank identified categories and subtopics, add any topics they thought were important that were missing, and volunteer to be interviewed in a follow-up to the survey. Interview participants provided a more detailed picture of their own mentoring experiences and what they have identified as new teacher mentoring needs in relation to teaching and adjusting to a new culture. Based on participants' responses, a framework for mentoring was developed. [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.]