Demands placed on novice teachers, who must perform at the level of experienced educators from day one, underscore the need for effective educational mentorship programs. Without proper mentorship, many novice teachers leave the profession within five years. Successful mentorship programs contribute to teacher retention, student achievement, faculty collaboration, and leadership development. Studies in the Riverdale and Glendale districts in New Jersey illustrate the effectiveness of mentor programs tailored to the specific needs of novice teachers, highlighting the importance of such programs in supporting new teachers and fostering their professional growth and satisfaction. The researcher examined the perceptions of administrators, mentors, and novice teachers of their current district's mentoring programs. One focus group and 13 one-on-one interviews provided a thorough understanding of the lived experiences of mentor and novice teacher participants. Eight general findings emerged from this study, highlighting the attributes of successful mentoring practices, mentor and new teacher compatibility, and administrative impacts on teacher retention. Based on the study findings, the researcher suggests a comprehensive approach that includes (a) increased administrative involvement in mentoring programs, (b) strategic mentor-mentee pairings based on content area and grade level, and (c) dedicated time for mentor observations to provide actionable feedback. Recommendations also stress the importance of (a) allowing novice teachers to observe other classrooms for broader exposure, (b) organizing purposeful new teacher meetings, (c) maintaining regular administrative check-ins with mentors, (d) ensuring continuity across district mentoring programs, and (e) offering continuous professional development for mentors. These practices can strengthen teaching effectiveness early in educators' careers, enhance mentoring relationships, and support novice and experienced 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.]