This applied research study aims to improve the assistance offered to teachers within their first three years of teaching. As many new teachers enter the profession, they are faced with unexpected challenges and often left isolated and left to navigate teaching alone. This study was conducted based on the collaborative efforts of our leadership team in efforts to detail a plan of action to support new teachers through a new teacher mentor program. The goal was to utilize the mentor program, professional development, and observation and feedback cycle as strategies to help build the capacity of new teachers. The goal was to decrease attrition, increase self-efficacy, and see evidence of instructional growth and development. This study used qualitative and quantitative data to report the findings and outcomes of the program. Utilizing a new teacher focus group, mentor and mentee interviews, and mentee surveys, I was able to collect data to use in the study and report the findings from their participation. Based on the results, new teachers indicate they experienced some success with the professional development and were able to implement strategies directly into their classroom. The observation and feedback cycle did, however, render some difficulties. While there was positive feedback regarding the intent and purpose, some challenges were presented concerning the process. [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.]