The purpose of this hermeneutic phenomenological study was to understand, interpret, and present the finding of how second year participants of the Teach for America (TFA) program perceived their professional needs from the mentor assigned to then within the school district and within the Teach for America program. The participants were Teach for America participants who had completed their first year teaching and were assigned a mentor through the school district and one mentor through the TFA program. Through the findings of this phenomenological research, additional information may help school districts, TFA, and other education stakeholders with identifying and meeting the needs of this group of novice educators. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]