This paper discusses the New Teacher Retention Project, a collaborative partnership between San Diego State University and the San Diego Unified School District, California. The purposes of this project are to develop a practical model of support and assistance to new teachers, particularly those working with students from culturally diverse backgrounds, and to promote the retention of these teachers in such settings. It involves university faculty from the arts and sciences along with staff development personnel, resource teachers, mentors, and administrators from the school district. The three major assistance components of the project are professional development, psychological and collegial support, and scholarships and materials stipends. Some of the actions and conditions that have contributed significantly to this project's survival and success are as follows: sufficient resources; minimal creation of separate policy and project review structures; a realization of the importance of open honest communication among partners; self-regulated restraint on the part of all involved parties; and clerical support. Conclusions include the following: new teachers quickly realize that teaching is psychologically, intellectually, and physically arduous; many new teachers show a preoccupation with the immediate and practical; and assistance must be multifaceted, with personal support and encouragement for self and peer reliance. (SM)