The purpose of the study was to explore the beginning and mentor teachers' perceptions of a campus mentor program and the match between the beginning and mentor teacher. The findings of this study provided insight into the needs of beginning teachers and ways the mentor teacher and campus principal can provide support. The researcher conducted a qualitative study using a single case study design. Data were collected for this study through semi-structured interviews using an open-ended questionnaire. The findings of the study showed a need for beginning teachers to be assigned a mentor in their first year of teaching and receive support from the mentor for at least the first 2 years. The information obtained from interviews indicated an inconsistency among the campuses in regards to the process of selecting a mentor, appropriate length of time to mentor, and elements of a campus mentor program. The results provide campus principals and the school district valuable information to consider when developing or modifying a mentor program for beginning teachers.