The academic achievement gap, particularly for at-risk students in urban school districts, needs to be addressed and met head on with a plan. That plan is identified as a school-based mentoring program. The purpose of this research study is to examine the impact and effect a school based mentoring curriculum has on at-risk students in an urban school district during a virtual learning environment. The findings of this study will analyze the impact of a school-based mentoring program and its effect on academic and social performance for the student engaged and participating. This plan and curriculum offers alternative support to teachers in the academic setting, therefore, assisting them in the support of student success. It is anticipated that through ongoing mentoring, there can be a change in student attendance, increased academic performance, increased levels of self efficacy, decreased acts of risky and truant behaviors along with decreasing suspension. Finally, this study aims to monitor student confidence, increased student academic skills, increased student civic awareness, and increased student/teacher interaction and overall performance. The study concludes with implications and limitations of the study, along with recommendations for future research of school-based mentoring programs.