Many new teachers are leaving the profession during their first 3 years in a rural pre-kindergarten through 12th grade public school classroom in the southeastern United States. This study reviewed the teacher-support programs typically used in this school that assisted new teachers and encouraged their retention. This work is important because the success or failure of a classroom relies heavily on the teacher. Bandura's social learning theory and Vygotsky's zone of proximal development guided the assessments in this phenomenological study, which investigated how a new teacher's experience with teacher-support programs influences the decision to remain or to leave the teaching position. Data were collected through individual interviews with new teachers. Analysis of the collected data occurred through a coding system that helped to identify reoccurrences of common responses, themes, and patterns. Results of the study highlighted participants' importance of having positive administrative support and early teacher mentoring during their initial years of teaching. This type of support may contribute to whether a teacher remains or leaves the teaching position during the first 3 years. This study has implications for positive social change by providing information that can be used by educational leaders at all levels for the development of more effective and efficient guidelines to better support new teachers. This support will help teachers experience success during their initial years of teaching and help them remain in the profession. [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.]