Mentoring programs were designed to increase the quality of teaching and to improve student success while giving support to beginning teachers. Yet, one of the main reasons why beginning teachers leave is because of the lack of support from the school. The purpose of this study was to determine if there was a relationship between beginning teachers' perceptions of the support received pertaining to school acclimation, classroom management, and teaching practices and their desire to return to the school district. This study surveyed 498 beginning teachers who had no more than five years of teaching experience in one Midwestern state. The survey included a Likert Scale that sought to identify if beginning teachers felt they were receiving the supports they needed. This study focused on the areas of being acclimated to the school, classroom management, and teaching practices. Teachers were also queried about their perceptions about the feedback given to them from formal and non-formal observations and their identified desire to be retained by the district. In addition, a teacher's self-efficacy survey was given to measure the teacher's belief in their ability to make a difference in student learning. Major findings that emerged from the study indicated that beginning teachers desire moral support and encouragement and believe that they can make a positive impact in the classroom. Additionally, beginning teachers that received support and guidance with classroom management techniques were more likely to want to return to the district. In contrast, beginning teachers were less likely to want to return to the district when they did not have anyone observe them or give them constructive feedback. Recommendations emerging from this study included having school districts create activities that will welcome new teachers, allow for mutual planning times for beginning teaches, and promote collaboration that creates a supportive environment. Furthermore, districts must examine the current practices of administration planning for new teacher observations and providing feedback. Finally, districts must survey beginning teachers to evaluate their programs for improvement. [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.]