This study investigates the relationship between mentoring practices and beginning teacher migration. Mentor matching, degree of support, and frequency of interactions were examined to determine under which conditions novice teachers are more likely to stay in their school—in hopes of establishing continuity and a culture that positively impacts student performance. The sample consists of 8,838 teachers who were mentored during their first 2 years of teaching. Secondary analysis of data from the 2006 North Carolina Teacher Working Conditions Survey was used to examine mentoring practices. ChiSquare analyses revealed that beginning teachers who were purposefully matched, who received “a lot” of assistance with the supports listed, and who met with mentors monthly or several times a month for the specified activities were more likely to remain in their school than their peers who had received less support.