Narrowing the achievement gap will be contingent on preparing high-quality teachers. Results from empirical investigations of novice mathematics and science teachers' indicated that (a) mathematics teachers did not feel prepared to teach in high-poverty school districts; (b) positive mentoring experiences alone were not as important as we would have expected; and (c) although program components were important, they were not enough to help mathematics teachers overcome their feelings of inadequacy to teach in high-poverty school districts on items identified as crucial for effective teaching. (Contains 4 tables and 3 figures.)