Teacher retention is in crisis in the U.S. and globally, as the literature suggests, especially within the first five years of employment. Teachers cite lack of support, poor school culture and environment, poor compensation, difficult student behavior, unrealistically high workload, and job-related stress as reasons for leaving the profession. Research has suggested that commonly used formal mentoring programs are effective in addressing teacher retention; however, informal supports and the question of whose responsibility it is to support early career teachers is not as well-documented. This study investigates types of support new teachers have been provided through formal and informal teacher retention programs and their perceptions of the effects of those formal and informal supports on retention. The sample population was taken from consenting teachers at three small school districts in Colorado: Trinidad School District (Trinidad, CO), Primero School District (Weston, CO), and Crowley School District (Ordway, CO). Data were compiled from in-person, small group interview transcripts and handwritten notes and then analyzed to identify themes. Findings suggested that the participants perceived formal and informal supports as beneficial to teacher retention, but informal supports as more beneficial. These findings suggest that an effective formal support program should be carefully constructed and monitored and that an informal program be encouraged and supported by administration, as both potentially lead to higher teacher retention rates. [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.]