The dissertation is an initial investigation of a peer mentoring program in a suburban high school in the southeastern United States. Additionally, the Peer Mentoring Program (PMP) study examined whether the Program improves academic performance and attendance, and decreases referrals. Utilizing an experimental design, a Participant and a Nonparticipant group were compared based on archival summative data. The Participant group met with a 10th-12th grade assigned peer mentor, while the Nonparticipant group with equal group qualifications, did not. Quantitative analysis, resultant from an independent t-test and d effect size analysis for each inquiry, with further application of the Welch t test to the attendance data and the additional Mann-Whitney U test to the referrals data, provided interpretive results. Findings revealed the increased likelihood of the PMP to improve attendance. Findings further indicated the school's Peer Mentoring Program did not improve academic performance or decrease referrals. It was concluded that the PMP is indicated for employment with mentees who are interested in improving attendance. The PMP improvement initiative is recommended to (a) utilize the PMP evaluation, (b) incorporate an evidence-based student success model such as the Student Success Skills (Webb & Brigman, 2007), (c) provide a dedicated program coordinator, and (d) add fun and enjoyable activities. Further study with the application of a true experimental design utilizing pre-and post-data results as well as incorporating a qualitative analysis is recommended. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]