This mixed-methods study examines the critical role of mentorship in teacher preparation programs, focusing on its impact on student persistence and professional growth. This study employed a sequential explanatory mixed-methods design; the study combines surveys, interviews, and focus groups to investigate how mentorship influences teacher candidates' self-efficacy, sense of community, and professional development in in-person and virtual environments. Findings indicate that structured, intentional mentorship fosters a supportive learning environment, builds confidence, and strengthens a sense of belonging. The study offers actionable, evidence-based recommendations for enhancing teacher candidate mentoring programs.

Introduction:
Teacher education programs are pivotal in shaping future educators. Yet, the transition from student to teacher often involves uncertainty and isolation. While research highlights mentorship's importance in supporting novice teachers, there is limited understanding of mentorship's role within teacher education programs, particularly its effect on candidates’ professional identities, confidence, and sense of community. Examining mentors' and mentees' experiences offers insights into how mentorship supports the transition into teaching and informs best practices in program design.

Methods: A sequential explanatory mixed-methods design was used in three phases.
Phase 1 involved surveying 100 teacher candidates to collect quantitative data on their mentorship experiences, including perceived benefits and challenges.
Phase 2 included semi-structured interviews with a subset of participants, 20 teacher candidates and four faculty mentors, to explore emerging survey themes. Participants described their mentorship experiences, the support they received, and the challenges.
Phase 3 consisted of focus groups with candidates and faculty to explore shared experiences, differences between in-person and virtual mentorship, and suggestions for improvement.

Results:
Survey results depicted that teacher candidates consider mentorship vital to their professional growth and indicated increased confidence. Faculty perspectives supported this, noting improved student engagement and more explicit professional goals among mentees. Mentors also reported a more comprehensive understanding students' needs, which allowed them to provide more personalized support. Mentorship was a critical factor in fostering the development of identity, self-efficacy, and persistence, as indicated by the themes in all data. Structured mentorship facilitated an established support system for face-to-face and online students.

Conclusion:
This study confirms that structured, intentional mentorship is essential to teacher candidates’ development, confidence, and persistence. Research revealed that mentorship can strengthen the community and provide vital support, especially in virtual environments. Programs that align mentorship with candidates’ professional goals, encourage regular communication, and integrate mentorship into the overall design foster more inclusive and effective learning environments. The findings offer practical, evidence-based recommendations for faculty and program designers. Investing in strong mentor-mentee relationships is necessary as teacher education evolves to develop confident, resilient, and well-supported educators who can positively impact student outcomes.

Keywords: Mentorship, Teacher Preparation, Retention.