This paper reports on the development and implementation of a mentoring program to assist beginning teachers that was established in a public school system as part of a statewide effort to improve the induction process for teachers in Minnesota. One of the dominant characteristics of most mentor programs is the appointment of an experienced teacher to assist the new teacher in understanding the culture of the school. This support teacher, designated as a mentor, assumes a variety of responsibilities. The report examines the overall development of the mentorship program, including: (1) rationale, goals and outcomes; (2) development model; (3) selection processes for mentors and mentees; (4) mentor roles and functions; (5) staff development opportunities; (6) advisory bodies and monitoring systems; (7) coalitions; (8) dissemination of findings, techniques and materials; and (9) local evaluation instruments and findings. A bibliography is included and a copy of the program's newsletter and a list of projected future activities are appended. (JD)