Using a sample of 374 randomly selected first- and second-year teachers in three states, this study examines new teachers' experiences of official mentoring during their first year. Descriptive analyses reveal that experienced mentors are generally present in the work lives of new teachers. However, new teachers often have inappropriate mentor-matches, and low percentages of new teachers are observed by or have conversations with their mentor about the core activities of teaching. Low proportions of new teachers in low-income schools and those in math, science, and technology have ideal matches and supports. The findings have implications for policymakers who look to mentoring as a strategy to improve public schools and retain new teachers.