This study presents and assesses a developmental math focused peer mentoring program at a public urban university. Over three semesters 45 mentees participated in the program. Results include substantive increases in developmental pass rates as well as increases in self-efficacy and social integration. Other noteworthy findings include the significance of the peer mentors' ability to translate and transmit academically effective behaviors to the mentees as well as ongoing program assessment and modification on the part of the program coordinators. The article provides a detailed description of the program and possible implications.