Teachers hired for state prisons have often had training as public school K-12 teachers but no training to teach illiterate adult inmates in a prison environment. In addition to illiteracy, inmates in correctional Adult Basic Education (ABE) often have antisocial personality disorders, serious mental illnesses, and learning difficulties. The purpose of this project study was to assess what various states are doing in the area of orientation and mentoring for newly hired ABE teachers in prison settings and to determine how to best meet their needs. This project study addressed the types of orientation/mentoring programs offered in various states to newly hired ABE teachers transitioning into correctional education, the ways in which program administrators described their orientation and mentoring programs for new ABE correctional educators compared to the standards suggested in the literature reviewed, and determined what the elements associated with successful orientation/mentoring programs for correctional educators were and how best to deliver them. A qualitative research approach using a preliminary evaluation was chosen for this project study with telephone interviews as the method of data collection. Typological analysis of the data gathered from the states surveyed showed that no consistently appropriate orientation and mentoring programs were being provided to newly hired ABE educators in correctional environments as defined in the literature reviewed. The results of the study indicated that the development of a website was an effective way to meet the orientation/mentoring needs of newly hired teachers. Providing the skills and knowledge needed to transition into teaching in adult correctional education will potentially assist in meeting the social change issue of reducing recidivism and increasing successful reentry into society for male prison inmates.