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The purpose of this quantitative study was to test whether there was a significant difference in the mentoring types and investigate the impact of mentoring among first year teachers in public school settings in the United States. E-mentoring was used as a primary mode of mentoring support due to the schools transitioning to remote learning during the pandemic. Prior research included examining how mentoring has contributed to teacher retention as well attrition. Secondary data from the National Teacher and Principal Survey 2020-2021 Teacher Questionnaire was used for this study. The teachers in the study were public school teachers working in public schools located in the United States. Mentoring programs are designed to provide support for new teachers, and this study analyzed the relationship between the types of mentoring practices that lead to improved teaching, job satisfaction, and teacher retention. It examined the statistical differences in the types of mentoring support versus other types of support teachers receive that influence teachers’ decisions to remain in the teaching profession. The results of the study indicated there was no significant difference in the four mentoring types examined through this quantitative study.