In this action research study, the desired outcome was to develop, implement, and sustain a system of personalized mentoring developed through teacher collaboration. The research question the study answered was: How will the systemic implementation of a personalized student-mentoring environment impact teacher collaboration? The research methodology consisted of collaborative action research. There was an experimental and a control group. The action research occurred at a rural middle school. The study sample included sixth-grade teachers who are part of the teaching team that teaches core content. The sixth-grade teaching group was selected because prior survey results from that group indicated a need for personalized student mentoring. At the onset of the systemic intervention, the experimental group started developing a sustainable and effective personalized student-mentoring system. In addition, they met more frequently as a collaborative group and engaged in more consequential conversations when compared to the control group. As a result of the systemic intervention, the research hypothesis was affirmed. Specifically, the systemic implementation of a personalized student-mentoring environment increased meaningful teacher collaboration among participating faculty. [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.]