The demand for high quality teachers in P-12 public school districts in California outweighs the supply. A 2018 report by the Learning Policy Institute states that 88% of teacher demand is a result of attrition (Darling-Hammond et al., 2018). The issue of teacher retention is examined through the conceptual framework of new teacher mentoring. McCallum and Price (2010) assert that teachers are the most important in-school factor contributing to student success, satisfaction and achievement. The research for this study examines the relationship between the veteran teacher (mentor) and the novice teacher (mentee). A multi-phase triangulation of qualitative and quantitative data sets was implemented during a concurrent time frame. The findings will show that a positive, inverse relationship exists between the mentee's perceptions of the mentoring relationship and their overall feelings of remaining in the profession. An understanding of the critical components of one district's new teacher induction program will be shared with school districts on leading successful and formalized mentoring programs to ignite the change needed in the new teacher's classroom that motivates them to persevere through the challenges and remain committed to the profession and their students. [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.]