Over the last decade, interest in teacher induction programs has increased as attrition rates have produced a younger and less experienced teacher work force. Mentorship and the professional identities of the veteran teachers who volunteer to serve in a mentor-protege relationship were the focus of this study. Fifteen teachers from one urban district were interviewed to determine several factors related to how they define themselves as professionals and how those definitions relate to their mentorship experiences. Factors such as school and district leadership, and professional development were also examined. Instrumentation included interviews of mentors and analysis of their collaborative logs, as well as surveys submitted by all mentors in the examined district. Data revealed that veteran teachers defined themselves professionally as lifelong learners who are constantly improving their craft. Their professional identities connected strongly to their desire to mentor novice teachers in that they sought to validate their own teaching through mentoring and ensure the success of all students, utilizing mentoring as an expression of their professional identities. All mentors interviewed revealed a strong desire to help others for the betterment of their school and its students. Additionally, school principals were shown to play a key role in impacting the success of a mentors' relationship with her protege through support of the mentor-protege relationship. Professional development in the art of mentoring was also a factor. In general, the data supported the use and strong support of a mentorship component for novice teachers entering the field for the first time. [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.]