Extensive research has confirmed that thousands of teachers leave the profession each year. As teacher attrition rates continue to rise, school districts are faced with the problem of not retaining teachers. This information is vital because classroom instruction and student performance are directly tied to retaining qualified teachers. The purpose of this qualitative case study was to identify the perceived needs of beginning teachers in a new-teacher mentor program. The conceptual framework for this study included both the participation of beginning teachers in new-teacher mentor programs and benefits leading to teacher retention. This study addressed 4 research questions involving the perceived needs and experiences of beginning teachers in a new-teacher mentor program, their reasons for staying in the school district to date, and their plans for continuing to teach and for staying with the school district. The data collection methods for this study involved interviews, narrative responses, and queries, and data were analyzed and coded to identify prevalent themes within the case. The key results and recommendations suggested an earlier starting time for beginning teachers, common building placement and content area for mentors, increased collaboration time, and continued classroom management and professional development training. Implications for positive social change include knowing the perceived needs of beginning teachers and subsequently decreasing current trends of teacher attrition. Application of these recommendations can lead to enhancing student achievement and increasing the ability of school districts to retain teachers. [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.]