This study examined the significance of induction and mentorship programs in retaining early-career teachers in South Carolina. Induction and mentorship programs have been recognized as a viable solution since high turnover rates among new teachers may harm student learning and school culture. The study examined the variables of clear program goals and objectives, strong administrative support, effective mentor selection and training, ongoing professional development opportunities, and regular program evaluation and feedback. The methodology used was the quantitative approach. The survey created for this study collected data related to early career teachers' experiences in their first years of teaching, including the effectiveness of induction and mentoring programs and their career decision-making. Data was analyzed using a t-test and one-way and two-way ANOVA tests to quantify results from a Likert-scale survey distributed to early career teachers and mentor participants. A total of 77 responses were secured. The findings concluded that 94.8 % of early career and mentor teachers were satisfied with the induction and mentoring program and intend to return the next school year. Overall, this study explains the intricate connection between induction and mentorship programs and teacher retention, providing knowledge that may guide practice and policy in South Carolina and beyond. [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.]