Purpose of the Study: The purpose of my grounded theory study was to explore the perceptions and experiences of beginning school counselors entering the profession and the role that mentoring played in their induction process. Qualitative data (i.e., a demographic questionnaire, written short-answer statements, interviewer observations, and a semistructured interview) gained from the experiences of novice school counselors were used to create a mentoring model that addressed their needs. Method: Following an in-depth review of the literature, a semistructured interview protocol and a written short-answer instrument were developed. Semistructured interviews were conducted with eight novice school counselors from large school districts located in Southeast Texas in order to examine their perceptions and experiences. Using a constructivist grounded theory (Charmaz, 2006), the data were prepared for analysis and reporting of results. Seven strategies were used to provide trustworthiness and address researcher bias: (a) member checking, (b) rich, thick descriptions, (c) bracketing, (d) addressing divergent information, (e) reflexive journaling, (f) data triangulation, and (g) an audit trail. Results: Assistance needed when entering the profession of school counseling was a major theoretical concept identified. In addition, a five-stage induction process emerged: (a) starting over, (b) relying on previous knowledge and experiences, (c) gaining/learning new knowledge and experiences, (d) integrating previous and new knowledge and experiences, and (e) looking forward. Finally, an updated school counseling mentoring model was developed. [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.]