In 2002, when the authors began their three-year study of the problems new teachers face ("Supporting Beginning English Teachers"), No Child Left Behind (NCLB) had yet to have a significant impact on the lives of most classroom teachers. When they were interviewing beginning teachers, they had no idea that Jonathan Kozol was also in the process of asking some of the same questions they were: Why do so many new teachers leave the profession within the first few years of teaching and what can be done to keep good teachers? Kozol reports his conclusions and insights in his latest book, "Letters to a Young Teacher," in which he presents a collection of letters to Francesca, a first-year teacher in a Boston elementary school. When Kozol was asked in a recent interview by the "Chicago Tribune" what is driving young teachers from the classroom and what advice he offers younger teachers, his responses echo many of the authors' findings and recommendations. The authors conducted over 40 interviews with new and experienced teachers in an attempt to understand what drives new teachers out of the classroom and what wisdom they might learn from experienced teachers, from new teachers who succeed and stay in the profession, and from those who struggle and leave the profession. In this article, the authors highlight three findings that have implications for the work that mentors do and the recommendations Kozol discusses in his book and interview in the "Chicago Tribune."