A program initiated to demonstrate the use of retired teachers to enhance the quality of teaching by new teachers at the City University of New York is described in this report. Retired teachers were recommended by their former principals on the basis of criteria relating to mentoring functions. After a 4-day training period, mentors were assigned to schools with high teacher attrition rates where each mentor worked with three new teachers. They gave about 66 hours during the school year to each of the three teachers. Teachers, mentors, and school administrators were unanimously enthusiastic about the program. The project indicates that retired teachers, with adequate training and selection can provide helpful mentoring to new teachers, reducing attrition and improving their teaching performance through increased understanding of students, enhanced technical skills, and induction of new teachers into the social system of the school. Conclusions drawn from the program are: (1) mentors should be selected on the basis of their experience and their perceived aptitude for service as consultants; (2) a training period is essential to help retirees make the transition from teaching children to consulting with adults; (3) field services to mentors are essential to assist them in their own work; and (4) it is helpful if mentors do not have concurrent teaching duties with which mentoring may conflict. (SM)