Due to the dearth of qualified professional teachers, policymakers and professional development programs need to focus on improving the quality of high school mathematics teaching in order to diffuse this crisis. In the middle of this crisis, the demand for new teachers is predicted to rise significantly in the next ten years. Based on the statistics from the US Department of Education, close to two million new teachers will be needed for the nation's schools districts. This situation toughens the needs of effectively training and retaining qualified new teachers in the next decade. Recently, teacher mentoring has become especially useful in supporting mathematics teachers' attempts to increase the mathematics performance of their students in the context of new curricula and evaluation systems. In this article, the author describes a mentoring program that is designed to address all three kinds of teacher mentoring functions using the transformative professional development approach. In addition, the structure of the program in light of three functions of teacher mentoring and the transformative approach to professional development is discussed. (Contains 1 table.)