In the past the turnover rate among teachers had been relatively high, the attention of researchers shifted to factors culminating the high turnover rate among teachers. It was not known to what extent, if any, the predictor variables of mentoring modality and length of employment explained the variance in the criterion variable, teacher turnover intentions of early career teachers. Three research questions referring to if mentoring modality and length of employment collectively and individually explained turnover intentions of early career teachers? The purpose of this quantitative, predictive correlational study was to examine to what extent, if any, did the predictor variables of mentoring modality and length of employment explain the variance in the criterion variable, teacher turnover intentions of early career teachers in Ohio. Past studies relevant to the study subject were examined comprehensively and several literature gaps were identified. Volunteer sampling was used. The sample population was 108 early career teachers who were mentored either online or in-person and who live in Ohio. A survey was used as the data source and multiple linear regression analysis was used to gain the results of this study. A quantitative methodology and predictive correlational design were adopted for this study. The results of the study indicated that the overall regression model was statistically significant F (2,105) = 24.47, R[superscript 2] = 0.32, p < 0.001 but length of employment was the only significant predictor. The findings significantly contribute to previous literature, noting the importance of integrating mentoring modality programs. [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.]