The purpose of the final report on the Montana Beginning Teacher Support Program (BTSP) is to provide a comprehensive description of all phases of the program as it was conducted from 1992 through 1995. The purpose of the BTSP was to study the effect of a formal mentorship relationship between master teachers (mentors) and teachers in their first year of teaching (mentees). The report presents a general summary of the BTSP intentions, the mentoring model utilized, the research design, and the results of the study. Chapter 1 begins with a general description of the study, and a short review of the relevant literature. Chapter 2 reviews the research for years two and three, focusing on a development model for the research, the research questions, and sample selection procedures, and looks at each of the three research questions: (1) performance and attitude indicators, data sources, and analysis; (2) association between context conditions and beginning teacher well being; and (3) options for broader mentorship structure in Montana. Chapter 3 summarizes the results of the study, outlining the performance and attitude indicators for topics evaluated by year: Year 1 (retention indicators, school district evaluation, individual professional development plans (IPDPs), and Concerns Model indicators); Year 2 (positive effects of mentoring); and Year 3 (mentor effectiveness, mentee's self-assessment, administrator's assessment of mentees, inservice participation; other growth indicators from administrators, administrator's attitudes toward BTSP programs, and mentor's attitudes toward program). Chapter 4 examines conclusions and interpretations of Research Questions 1 and 2. Chapter 5 outlines two recommendations for Research Questions 3. A budget report for 1992-1995 is included. Appendices include: Documents Generated from BTSP Study, and Concerns Model Questionnaire. (Contains 12 references.) (ND)