High teacher turnover was a problem at the preschool for students with autism where this study took place. The primary purpose of this project was to create and implement a mentor program that would effectively decrease turnover rates of newly hired teachers. The secondary purpose was to determine whether newly hired teachers changed their attitudes about work after becoming involved in a mentor program. The researcher developed four research questions as a foundation for the study: (1) What are the reasons for high teacher turnover at the school under study? (2) What are the components of an effective mentoring program for newly hired teachers? (3) What is the best way to implement a mentoring program for newly hired teachers? and (4) How effective was a pilot mentoring program in changing attitudes and helping keep newly hired teachers from leaving the school? The mentor program involved semistructured interviews, class observations, individual support and training, and group support meetings. A pre- and postprogram interview questionnaire enabled participants to respond to direct questions and the researcher to acquire information to measure change in behaviors and opinions. The researcher compared participants' attitudes before and after being mentored and also compared pre- and postprogram classroom observation outcomes. As a result of the mentor guidance and training, the teachers began to use more effective instructional strategies and felt that they were supported. Four of the 5 participants decided to remain teaching at the subject preschool, and 1 decided to enter nursing training. Seven appendixes are included: (1) National Teacher Turnover Statistics; (2) Teacher Shortages for Preschool and Kindergarten Students With Disabilities; (3) Interview Questionnaires; (4) Topic Checklist for Mentor Program; (5) Weekly Program Outline; (6) Observation Checklist; and (7) Results of the Mentor Program.