K-12 Beginning Teacher Support: The Need for Mentorship and

North Carolina faces a major teacher shortage, and attrition rates for teachers in the first five years of service are at an all-time high. The state has policies for district-based beginning teacher support programs focused on research-based best practices; however, more information is needed on the beginning teachers' actual experiences. The purpose of this narrative inquiry was to learn about the lived experiences of six beginning teachers from across the state. The participants shared their perceptions of the support they received from their districts through interviews. The study was guided by three research questions focused on their experiences, growth, and challenges as beginning teachers within their support programs. The construction of narratives highlighted their experiences and perceptions. Based on the interviews, seven themes emerged from the study. Among the themes, the participants reported that they evaluated themselves as effective teachers while the need for a positive mentor-mentee relationship and improved professional development were also prevalent. Findings also show that while districts attempt to provide the needed resources for their beginning teachers, there were many inconsistencies reported by the participants. Findings from this study have implications for teachers, administrators, and district leadership as well as for future research, practice, and policy.