Approximately 50% of new teachers leave the profession of education within their first five years (Burton & Johnson, 2010; McCoy, 2019; Ingersoll & Smith, 2004; Steinke & Putnam, 2011). With such a mass exodus of teachers, schools should develop programs to promote new teacher retention (Callahan, 2016; Kent et al., 2012). Induction programs offer new teachers support by providing them with a mentor teacher to support new teachers' needs (Ingersoll & Smith, 2004). However, to offer such beneficial programs to new teachers, schools must attract experienced teachers to fulfill a mentor's role. The research team investigated a rural county's induction program to evaluate the challenges mentor teachers face. Mentor teachers offered their suggestions as possible solutions for the improvement of the induction program. These proposed solutions could be used to improve the quality of induction programs which may promote teacher retention. [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.]