Public schools are faced with dealing with high teacher turnover and low job satisfaction indicators, particularly from novice teachers in their first 5 years of service. To combat the problem, schools have designed and developed a variety of mentorship programs aimed at providing support for the novice teachers and thereby increasing job satisfaction. The purpose of this qualitative case study program evaluation was to examine a specific school district’s current mentorship program in order to determine how participation in the program influences new teachers’ decision to leave the school district. Using the narratives from interviews and surveys, the researcher examined the differences in the teachers’ individual perceptions of the mentorship program and its influence on teachers’ decision to stay or leave. The narratives were coded to reveal themes in the individual groups and those that were common across the three groups surveyed. The results indicated three prevailing themes that contributed to the perceptions of the staff members who participated: relationships, scheduled time, and mentor/mentee matching practices. Keywords: mentorship program, relationships, scheduled time, matching practices, mentor, mente
