This quantitative study explores the effect of mentoring on new teacher retention in central Mississippi school districts. The survey analysis focused on six research questions, investigating how mentoring influences retention among beginning and novice teachers. Results indicate significant similarities in perceptions towards mentoring, highlighting its role in fostering teacher retention and professional development. Findings from independent samples t-tests showed no statistically significant differences between beginning and novice teachers regarding the perceived effectiveness of mentoring programs. Correlation analyses revealed that face-to-face meetings and phone calls correlate positively with engagement among beginning and novice teachers, underscoring the importance of tailored mentorship strategies. Overall, the study suggests mentoring programs are crucial in enhancing job satisfaction and retention among new educators in Mississippi. [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.]