This study investigated standard practices used by mentors participating in a new teacher mentoring program that encourages identified teachers to remain in the teaching profession. School districts nationwide spend time, money, and human resources addressing the significant turnover rate and the recruitment of highly qualified teachers. This study provides valuable insight into how mentors view their relationship with their mentees, and how they see the mentoring program. The study demonstrates that even though new teacher mentors work with limited resources and are constrained by rigid policies, they provide a particular type of expertise to beginning teachers.