Teacher retention is a critical problem in public education (Ingersoll, 2002), demanding collaboration between universities and local public school systems. Using veteran teacher mentors employed in a public school system to facilitate ongoing monthly support groups, communities of beginning teachers were formed, embedded within the public schools and drawing upon a university professional development center for resources and administrative management of the program. A complete program description is provided, offering the criteria for selecting mentors, an overview of content and format, and an understanding of the beginning teachers' needs as expressed through their self-initiated curricular development. The advantages and disadvantages of this particular retention model are discussed, demonstrating the strength of fostering partnerships between higher education and public school personnel.