Teacher induction and mentoring programs are increasingly promoted as an effective mechanism for improving new teacher quality, new teacher retention, and student outcomes. This Study Snapshot highlights key findings from a larger study that examined teacher survey and staffing data to describe new teachers' participation in a large urban district's New Teacher Mentoring program, including mentoring dosage (the frequency and length of new teachers' meetings with their mentor), practices, and the alignment of demographic characteristics between new teachers and their mentor. The analyses also explored how these features varied by participants' characteristics and how the characteristics are related to retention. [For the full report, see ED614819. For the Study Brief, see ED614820. For the appendixes, see ED614822.]