This study examines impacts of mentoring and induction activities on beginning teacher turnover using the School and Staffing Survey (SASS) of 1999-2000 and the Teacher Follow-up Survey (TFS) of 2000-2001. In order to improve understanding of the influence of induction programs on beginning teacher turnover, three models are developed to achieve the purpose of this study. The first model includes all turnover teachers; involuntary, unavoidable, and avoidable turnover teachers and examining the relationship between mentoring and induction activities and beginning teacher turnover. With the second model, the relationship between mentoring and induction activities are observed after excluding a part of those teachers who moved or left schools involuntarily. In the third model, the relationship between mentoring and induction activities are observed with only avoidable turnover teachers, in other words, after excluding a group of turnover teachers who moved or left schools for unavoidable and involuntary reasons. Multinomial logistic regression procedures were used to examine three nominal dependent variables: stayers, movers, and leavers. Through the analysis it is revealed that elementary beginning teachers are the chief beneficiary of mentoring program. Besides, two induction activities are beneficial to both movers and leavers. Those activities include seminars or classes and extra classroom assistance (e.g., teacher aides). The results also revealed that two induction activities are beneficial only to either movers or leavers; common planning time and teacher networking, respectively. [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.]