While much research has explored the positive correlation between mentoring programs and resulting reduction in teacher attrition, the relationship between mentoring activities and student learning remains equivocal. The purpose of this study was to investigate the possible relationship between frequency and depth of mentoring activities in which high school teachers in their first three years of teaching report engaging, on the 2011 Colorado TELL (Teaching, Empowering, Leading and Learning) Survey, and examining concurrent student achievement growth and shifts in growth gaps as measured by the Colorado Growth Model in those teachers' schools. This mixed methods study also entailed open-ended interviews of five high school teachers in their first three years of teaching regarding their mentoring experiences. Responses were coded and themes were captured to add depth of understanding regarding the dynamics of mentoring of teachers and their students' achievement. As 50% of teacher evaluation in Colorado will be anchored to student academic growth by 2014, the relationship between mentoring and student learning is especially salient for school districts implementing mentoring programs, as well as for teachers who are relying in part on mentoring to help them positively impact student learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]