The purpose of this qualitative, collective case study was to explore selected mentors' perceptions and experiences of the dyadic mentoring relationship in SBM. A second purpose was to build on the qualitative body of research (Spencer, 2004, 2007) for understanding roles, purposes, approaches, and experiences of the relationship process with mentees (the dyadic relationship) and the relationship "as a setting to be measured and assessed independently but imbedded in the mentor program" (Deutsch & Spencer, 2009, p. 49). This study was conducted using Mullen's (1999) concept of a synergetic comentoring framework, Bronfenbrenner's (1979) ecological systems theory, and Leech and Onwuegbuzie's (2010b) 13-step process for qualitative research. Four metathemes (and associated themes) emerged: (a) encouragement (i.e., intrinsic, extrinsic); (b) relating style (i.e., prescriptive, instrumental, and developmental; network-oriented, support-oriented, and exchange/process-oriented); (c) time and presence (i.e., here-and-now, goal/future oriented); and (d) language nuances (self-disclosure, humor, and questions). As a result, 13 profile characteristics emerged identifying four approaches in mentoring: The Encourager, The Bridger, The Personable, and The Being Present approaches. These approaches were presented via case studies and highlighted profile characteristics. In addition, particular profile characteristics such as the use of self-disclosure, implicit encouragement, humor, and the minimum use of questions increased relationship closeness and mentor satisfaction as measured by the Match Characteristic Questionnaire (Han-is & Nakkula, 2008). Ethnic differences emerged through the themes of spirituality, beliefs, and motivation for mentoring. African American mentors and Hispanic mentors valued spirituality components such as personal inspiration and White mentors valued their belief systems. Also, ethnic differences emerged with respect to relating styles. African American mentors' relating profiles predominantly involved the use of prescriptive and instrumental activities, intrinsic encouragement, an exchange/process relating, a here-and-now presence, humor, and bantering language Hispanic mentors' relating profiles predominantly involved the use of prescriptive and developmental activities, intrinsic encouragement, and support-oriented relating. Finally, White mentors' relating profiles predominantly involved the use of developmental activities and an exchange-oriented relating. Strategies emerging from the perceptions and experiences of the 11 selected mentors are presented via best practices for cross-age, cross-gender, and cross-cultural dyadic relationships in school-based mentoring. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]