This study focused on beginning teachers in K to 12th-grade Christian schools and their perceived levels of satisfaction in their role as teachers. The purpose of this study was to examine the relationship between the beginning teachers' participation or lack of participation in a mentoring program and their job satisfaction scores. Beginning teachers teaching in Christian schools accredited by the Association of Christian Schools International responded to an online survey measuring job satisfaction. Responses to the Teacher Job Satisfaction Questionnaire were analyzed based on the beginning teachers' participation or lack of participation in a formal mentoring program. A comparison of mean job satisfaction scores examined the question of whether participation in a mentoring program makes a statistically significant impact on beginning teachers' job satisfaction. The research hypothesis and expectation for results were that new teachers who participated in a formal mentoring program would display a statistically significant difference in mean job satisfaction levels compared to those who had not. [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.]