This exploratory study examined the impact of an in-school intervention program that blends peer mentoring with executive function strategy instruction for at-risk learners. More specifically, the study focused on evaluating the effects of the SMARTS Executive Function and Mentoring intervention on students' strategy use, effort, academic self-concept, and resilience. The final sample consisted of 34 at-risk students in grades 9 and 10 from an urban high school. Findings showed that students in engaged peer mentoring relationships demonstrated significantly higher levels of effort and used more executive function strategies in their classwork, homework, and studying. Findings provide preliminary support for blending peer mentoring with executive function strategy instruction for at-risk learners in schools.