The purpose of this quantitative, correlational study with correlation analysis was to examine the extent to which mentor program experience and job embeddedness are related to teachers' intention to remain in their current teaching assignment in Catholic schools in the southeastern United States. The research questions asked whether any statistically significant relationship existed between teacher mentoring experience and/or teacher job embeddedness and intent to remain on the job. The study was conducted with a convenience sample of pre-kindergarten to twelfth-grade Catholic school teachers within the Diocese of Raleigh, North Carolina. Teachers were in their first three years of teaching. Participants completed an online survey comprised of three instruments (mentoring experience, job embeddedness, and intention to remain) and demographic questions. The methodology was quantitative, and the design was correlational. The correlation analyses found a statistically nonsignificant relationship between mentor support activities and intent to remain on the job, r(70) = 0.03, p > 0.025, and a small but statistically significant positive relationship between job embeddedness and intent to remain in the current teaching position, r(70) = 0.20, p < 0.025. This endeavor helps us understand the importance of making new Catholic teachers feeling embedded in the organization. If they feel embedded, they are more likely to stay with the organization. [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.]