This paper addresses the many sources and reasons given by novice teachers for dissatisfaction and leaving the field. In
addition,
solutions are presented from an
administrative standpoint, mentoring programs and additional suggestions to reduce the flight of novice teachers from the field of education. These solutions are matched to administrative standards that are accepted within the field of educational administration. Finally, a new teacher mentor program within the writer's school district is discussed and examined as a model of an effective mentorship program.