High rates of special education teacher attrition negatively impact teachers and students. In an effort to address attrition and support new special education teachers, many school districts pair mentor teachers with novice teachers. Effective mentoring programs have been shown to alleviate some of the stresses of novice teaching and reduce the rate of attrition of special education teachers. The problem addressed in this qualitative case study was the lack of effective mentorship and the influence this may have on novice special education teachers' perceived level of job satisfaction. The purpose of this qualitative case study was to identify the factors which special education mentors and novice teachers perceive lead to a positive pairing in an induction program and to consider how this pairing impacts perceived job satisfaction. I addressed the problem through a qualitative case study of 12 candidates, mentors, and administrators in one teacher induction program in rural California. In this qualitative case study, I used two tools for gathering data: an online survey and in-person follow-up interviews. I designed survey and interview questions to gather data specifically related to the three research questions and were reviewed by a panel of experts. I reviewed the data through a framework of social constructivist theory, originally proposed by Vygotsky in 1968. Vygotsky theorized that cognition and understanding grow through collaboration with others. I analyzed the data using manual coding methods. Four themes emerged from the data: availability, understanding, relationships, and mindset. The findings suggest that for the mentor/mentee pairing to be ideal, the mentor must be readily available to the mentee; the mentor must understand the specific challenges faced by the mentee; the pair must develop a positive, non-evaluative relationship of trust; and the mentee should have a growth mindset to fully gain from the relationship. [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.]