The education gap between economically advantaged and economically disadvantaged students in the United States is accountable for most of the education gap in the United States and other technologically advanced countries. Unfortunately, the students who require the most academic support and quality instruction often receive instruction from the least qualified. The gap in effective instruction for the economically disadvantaged is related to the quality of instruction which is often facilitated by the least effective and least qualified teachers. The quality of teachers is directly related to the high teacher attrition rates of teachers serving economically disadvantaged students. Maximizing strategies to increase retention among teachers serving economically disadvantaged students is critical. This study is designed to determine if the mentoring experience has an impact on teacher self-efficacy. Teacher self-efficacy is related to teacher retention. Increasing teacher self-efficacy through mentoring may help reduce attrition rates among teachers serving economically disadvantaged students thus improving the quality of instruction for economically disadvantaged 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.]