The iMentor College Ready Program combines school-based mentoring with technology and aspects of whole school reform. The program strives to create strong relationships between low-income youth and college-educated mentors--relationships that it hopes to leverage to help students develop the mindsets, skills, and knowledge necessary to enroll and succeed in college. iMentor's approach is distinctive for several reasons: (1) Few mentoring programs have embraced technology as fully as iMentor, which uses online communication as the main form of contact between students and mentors; (2) iMentor attempts to serve all students at participating schools, whereas other mentoring programs typically serve only a subset of students; and (3) The program includes a College Ready curriculum that is taught during the school day. It is unusual for a mentoring program to have a curricular component that is taught like an elective class during school. To learn more about the process and efficacy of iMentor's approach, the Research Alliance for New York City Schools is conducting a mixed methods evaluation of the College Ready Program in eight New York City high schools. The evaluation is examining iMentor's roll-out and implementation in these schools as well as its impact on a range of outcomes related to students' preparation for college. The first report, "Bringing together Mentoring, Technology, and Whole School Reform: A First look at the iMentor College Ready Program" (2015) examined the College ready Program's early implementation and preliminary impacts for 9th grade students. This report is the second in a series from the evaluation. iMentor's leaders theorize that the development of close mentee-mentor relationships is the primary outcome of interest for 9th and 10th grade students, providing the foundation for college readiness, application, and enrollment work to take place in 11th and 12th grade. This second report focuses on the development of these relationships, as well as the overall quality of program implementation for 10th graders. The report aims to uncover which specific program activities are most closely linked to the development of strong mentee-mentor relationships. More broadly the report seeks to document notable strengths and weakness in the implementation of the College Ready Program across the eight schools in the study. This information is important for identifying opportunities to improve the program and will provide context for interpreting upcoming exploration into iMentor's impact on student outcomes, such as academic achievement and non-cognitive skills. [To view the 2015 report in ERIC see "Bringing together Mentoring, Technology, and Whole School Reform: A First look at the iMentor College Ready Program" (ED573422). To see "Focus on Mentee-Mentor Relationships: The 10th Grade Implementation of iMentor's College Ready Program. Executive Summary," see ED573429.]