The purpose of this research is to explore the perceptions and experiences of Connecticut's Teacher Education and Mentoring (TEAM) Program's mentors and mentees in the state's ten opportunity districts. The research focuses on mentors who had worked with novice teachers in the last three years and novice teachers who were in their second year of the TEAM program or who had completed the TEAM program in the last two years. The research looks at how the program could be improved to better support novice teachers in the future. This study is an exploratory qualitative study with a nested case study using qualitative questionnaires and semi-structured interviews data collection methods and thematic analytic methods. The nested case focuses on one of the ten opportunity districts, referred to as "Arch Harbor" for confidentiality purposes. The research resulted in the following eight themes regarding what TEAM mentors need to be effective, what TEAM mentors feel makes them effective already, and what TEAM mentees need from a mentor in order to feel supported: time, observations and feedback, relationships and support, skills and growth, funding, the paper and stress, resources, and TEAM training and mentor needs. These themes point to strengths that exist in the TEAM program and areas that could be improved. Findings were also considered in light of Australia's Mentoring Capability Framework, a holistic approach to mentoring novice teachers, which further informed recommended improvements to the TEAM program and its implementation for districts and the State Department of Education. [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.]