Mentoring is a powerful and often effective tool in supporting the work of new and experienced teachers. It can also be a means of attracting and retaining talented teachers in schools which face challenges in staffing and turnover. In this article we describe and analyze the first 2 years of a mentoring program designed to support teacher retention and growth. The program, planned between a Jewish education agency and university faculty, was implemented in several Orthodox Jewish day schools. Mentoring was provided by university faculty and the relationship between the mentor and teacher was non-evaluative and fully collaborative. Data collected from mentors, teachers, and principals are analyzed and presented, and implications for Jewish day schools are discussed.