This literature review focuses on beginning teacher induction programs and addresses the following issues germane to the mentorship process: (1) the role of induction support programs for new teachers; (2) what mentoring is; (3) the mentor's role during the induction process; (4) the characteristics of effective mentor/protege relationships; (5) common problems encountered by participants in the mentor/protege relationship; (6) the role of administrative personnel in the mentor/protege relationship; and (7) the various stages of the mentor/protege relationship. Information for review and classification was gathered from 23 primary research studies, an ERIC search, and attendance at the Annual Conference on Mentorship. Findings indicate that induction support of new teachers often has a critical bearing on new teachers' decisions to stay or leave the profession. A list of recommendations is put forth as follows: in-service training for administrators and peer teachers; availability of mentors for new teachers; appropriate training for all mentor teachers; continued research regarding the effects of different subject mentoring; and required preservice coursework with respect to classroom behavior and management techniques as well as how to work with special needs students. (LL)