To better support and help new teachers to quickly become effective as experienced teachers, the Hawaii State Department of Education implemented a statewide induction and mentoring program. However, literature or reports regarding the effectiveness of Hawaii's induction and mentoring program are scarce. School administrators and mentors are therefore poorly equipped to support new teachers by describing and suggesting recommendations to improve the effectiveness of these programs. Based upon the importance of retaining new teachers by finding better ways of supporting them, it is essential to know current mentees and mentors' experiences regarding the types of support they received and provide. This qualitative intrinsic case study describes the mentorship experiences of new educators and their respective mentors and to identify the various types of support that mentors provided their mentees. Two major themes found in this study are mentor-related supports and non-mentor related supports. Subcategories within mentor-related supports are instruction, environment, professionalism, emotional, and planning. Sub-categories within non-mentor related supports are schoolwide star walks and other resources. [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.]