A large amount of research has been conducted in the area of teacher retention as it relates to the impact teachers have on student achievement and closing the achievement gap. Retaining highly effective teachers each year helps ensure students are provided with high quality and rigorous instruction. Teacher retention is imperative in areas of high poverty, where schools experience the greatest amount of teacher shortages each year (Reitman & Karge, 2019). This sequential mixed methods study investigates the role that teacher support plays in the retention of beginning teachers in secondary Title I schools and examines the relationship between the support the teacher receives and the likelihood they will return to teaching. The study found that teachers who receive support from a mentor throughout the year were most likely to plan to return teaching in the following year. Teachers without a consistent mentor were more likely to not return to teaching or be unsure of returning to teaching in the following year. While the school district facilitates the identification of the mentors during the teacher induction program, it is the responsibility of the teacher and mentor to actively participate in the relationship. The findings of this study will be shared with the school district to support future implementation of beginning teacher support and mentor teachers. [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.]