This paper offers suggestions on how to help new teachers during their first year of teaching by offering a mentorship program with an established teacher on the school staff. A mentor is someone to whom the first-year teacher can turn during all the turbulence that is part of beginning any career, but especially for a beginning teacher in a roomful of difficult children. This type of mentoring is more likely to succeed if certain guidelines are followed and modified as necessary to meet the needs of the particular school and staff. Approaching the project as a full-staff development project is suggested as one way to a successful program. It is also recommended that one take time to outline carefully what is expected of the mentor and the beginning teacher, allowing for flexibility. Confidentiality between mentor and beginning teacher is important, and the mentor must provide continuous feedback, rather than final evaluation. Mentors should be formally prepared for their role as mentor, and they should receive on-going support in this additional staff role. Further considerations are that the mentoring program is an addition to, not a substitute for, principal and teacher assistance to first-year teachers and that the working environment conditions must be considered. The age of the first-year teacher is also an important factor in mentorship. It is suggested that such a mentorship program is a powerfully positive professional experience for both the beginning and veteran teacher. (Contains 20 references.) (NAV)