Increasing the number of college students who graduate prepared for participation in the workforce and civil society will require a redoubling of efforts to improve college-going and completion rates for students traditionally underrepresented by higher education--individuals from low-income backgrounds and young people of color, who currently earn degrees at much lower rates than other groups (NCES 2010; Mortenson 2009). Mentoring is a valuable strategy to provide students with the emotional and instrumental support students need to achieve the goal of a college degree. By providing information, guidance, and encouragement, mentors can play an important role in nurturing students' college aspirations, helping them prepare for college and, advising them on how to make successful transitions from high school to their first year on campus (Levine and Nidiffer 1996). The prevalence and positive impact of mentoring has generated a large body of social science research on its various dimensions. This brief distills and synthesizes scholarly research specifically as it pertains to the role of mentoring to promote college access and success, with an emphasis on implications for practitioners. It strives to serve as a tangible resource for practitioners seeking to ensure that their efforts--are based in research and targeted in ways that will produce the most positive outcomes for students--particularly given limited program resources. (Contains 8 resources.)