New teachers are often assigned an experienced teacher who will serve as a mentor that will work with them during the first year of their initial teaching certificate. Although this is a common practice among states, not much guidance exists of what this mentoring should include or what strategies are the most effective. This study was designed to gain a better understanding of the needs of new teachers during their first year with a focus on their perceptions on the support and feedback they received. The qualitative, phenomenological study was completed at a charter school in a mid-Atlantic state which serves students in sixth through twelfth grade. Data was obtained through semi-structured interviews at the end of the school year with the population of teachers that were part of the new teacher mentor program during the 2022-2023 school year. This population included six teachers serving as mentors and ten new teachers, referred to as mentees. The results of the study provide criteria of what good feedback should look like and what methods and types of feedback were perceived to be the most effective by the participants in the study. The results of the study can also be used to design a more effective new teacher mentor program using recommendations of how to make feedback more effective between mentors and mentees. [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.]