Higher education requires exemplary faculty to provide a high quality education to college-level students. When faculty is new to an institution, issues of transition can affect job satisfaction negatively. The literature concludes that job satisfaction can affect retention of quality personnel. As a result, college and university administrators have addressed this concern with the development of mentoring programs for faculty new to their institutions. One of the goals of mentoring programs is based on the assumption that mentoring can affect job satisfaction in a positive way; thus, involvement in such programs will ensure faculty members are more likely to be content in their new employment. This research was designed to explore that assumption. This study examined the variables of multidimensional perspectives of faculty job satisfaction: teaching, social, employee, and overall job satisfaction. Using a subject pool of 28 faculty new to the university in academic year 2008-09, a survey of faculty job satisfaction was administered at three data points during their first year. These results were analyzed utilizing multiple methods of z tests for difference in proportions, ANOVA, and z tests for difference in means. To further explore the relationship between faculty mentoring and job satisfaction, individual, paired, and group interviews were conducted with voluntary subjects. These interview subjects included current and past participants and administrative and executive stakeholders in the mentoring program. This mixed methods research design was utilized to address multiple hypotheses and the research question. Quantitative results of the survey did not support the 80% benchmark of faculty reporting their job satisfaction level as being satisfied or very satisfied. The qualitative results of the survey emphasized the social support received from participating in mentoring. Interviewed research subjects indicated the success of the mentoring program and raised some problematic areas needing correction. As a result of this research, the university identified needed refinements to the mentoring program. Findings indicated concerns as to role clarification, participation expectations, and topics addressed in across-the-university meetings. Using the results from the participants and administrative and executive stakeholders, changes in training, communication, and faculty-driven programming will be implemented. [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.]