Research from authors Danielson (2007), Darling-Hammond (2006, 2009), and Moir (2009) found that mentoring increased the probability that a novice teacher would renew his or her teaching license and remain in the profession. Data from the Arkansas Department of Education were used to determine the impact of mentoring in Arkansas on license renewals and teacher retention since the implementation of mentoring in 2002. Arkansas data indicated an increased demand and upward trend in license renewals occurred during the years mentoring was implemented. However, the number of new licenses also rose. In the final analysis, Pathwise mentoring was found to have had no direct impact on the number of license renewals and teacher retention. [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.]