Teacher retention is an issue in education, and the loss of teachers has a direct affect on student achievement. Schools are battling the attrition of beginning teachers by the use of mentoring programs. The purpose of this study was to determine the effectiveness of a mentoring program, according to teachers who have served as mentors, specifically examining the type of support activities within the mentoring programs that were the most beneficial. The conceptual framework for this qualitative case study was guided by Ingersoll's work, which emphasized the need for quality teacher support to reduce the teacher shortage. Interviews, a focus group, and reflective journal entries were employed as data collection tools. There were 6 participants in the interviews and 6 in the focus groups. The data analysis involved the use of coding process and the identification of common themes based on the conceptual framework. The results revealed a connection between the supports provided through induction programs and retention in teaching positions. These supports included activities that promoted school climate, personal and professional growth. These findings suggest that administrators who create an environment of support to foster mentoring programs will support the growth and sustainability of new teachers. Positive social change can occur as school systems use data from the current study to plan and implement programs for new teachers. Including components that were perceived to be important by these participants may increase teacher retention, teacher learning, and the effectiveness of the programs already in place. [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.]