This study examined the factors associated with successful teacher mentoring and induction programs. Teacher involvement, administrative support, resources/materials availability, university preparation programs, and staff development/teacher training was identified and examined. A review of literature suggested that these factors are associated with successful teacher mentoring and induction programs. Data for this study was collected by way of questionnaire responses, interviews with former mentors, mentors, first and second year teachers, and administrators. The identified groups included teachers, counselors, and administrators in Chicago, Illinois' Area Eight public elementary schools. According to recent research, it has been learned that effective mentoring programs were a contributing factor regarding teacher retention. This study examined variables associated with research questions and responses gathered from a control group of educators by way of interviews, questionnaires, open-ended survey questions and the utilization of a model similar to Gibelhaus and Bowman's (2002) Praxis III/Pathwise created for Educational Testing Service (ETS). The methodology utilized in the data-collection process was associated with qualitative research. A sample was utilized and participants were selected from a control group of teachers and mentors who participated in Chicago Public Schools' GOLDEN new teachers program during the 2001-2006 school years.