Teacher attrition is a dilemma that has become increasingly alarming over the past few years. To implement a systematic approach to support and retain new teachers, numerous school districts offer new teacher mentor programs. This quantitative causal-comparative research study examined novice and veteran teachers' perceptions of new teacher mentor programs and their impact on teacher retention. The researcher posited four essential questions centered around the differences between 1) novice and veteran overall perceptions toward new teacher mentoring; 2) retained teachers' and departing teachers' perceptions toward teacher mentoring; 3) retained teachers' and departing teachers' perceptions toward teacher mentoring as related to teachers' experience; and 4) retained teachers' and departing teachers' perceptions toward teacher mentoring as related to gender. Data collection entailed a modified version of Baker-Drayton's (2019) survey perception survey which was disseminated to teachers across all grade bands in a Metropolitan Atlanta Area school district. The researcher analyzed the survey data using the One-Way and Two-Way Anova approach to yield viable results. The methodology consisted of comparative - quantitative analysis research. The findings from this study revealed that novice and veteran teachers across grade bands perceived participation in the new teacher mentor programs as having a significant impact on teacher retention while teachers' years of experience and gender had no impact. Other themes included the impact of professional development, mentor-mentee relationships, and the role of school administration on the new teacher mentor programs on teacher retention. [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.]