One problem in education is teacher attrition. Many researchers have studied teacher retention and attrition, but few researchers focused on understanding teachers’ perspectives and experiences of mentoring programs as they relate to support and collaboration. This case study addressed this gap in literature by focusing on how teachers perceived the impact of mentoring programs on the support and collaboration of teachers. The conceptual framework is based upon research that suggests that mentoring relationships are most effective when there is collaboration, coplanning, and coteaching with novice teachers. A qualitative case study design was conducted using semistructured interviews and documents. A sample of 16 teachers from 2 different school districts participated. Data were analyzed using open and axial coding in order to identify emergent themes. The main findings indicated that mentoring benefited all of those involved in the program. Mentees and mentors in both school districts benefitted from lesson planning, collaborating, and supporting each other. By participating in these activities, mentees positively impacted their school districts. Mentors gained additional insight into their teaching when they participated in the mentoring program. Further, administrators felt that attrition rates decreased. Findings of this study may be applied to foster additional support and collaboration for mentees and mentors and possible improvements to existing mentoring programs. These improvements may promote social change by providing teachers with a positive environment where collaboration among all educators is encouraged. The ultimate goal of enhanced teacher collaboration and support is to improve student learning in each classroom and school.