Over the past decades, Vincent Tinto, Edmund Thile, Francis Ianni, and others all link mentoring to better academic performance, improved social adjustment, enhanced academic experiences, and greater rates of degree completion. Even more specifically, Jean E. Rhodes, Renée Spencer, Thomas E. Keller, Belle Liang, and Gil Noam describe three interrelated processes through which the mentoring relationship has a positive impact on the mentor and mentee. They found that mentoring has a powerful positive impact by: (1) enhancing students' social relationships and emotional well-being; (2) improving their skills through instruction and conversations; and (3) promoting positive identity development through serving as role models. Across college campuses, many learners attribute their abilities to overcome academic and personal challenges and improve their self-esteem to having had a mentor. There are a myriad of peer mentoring programs in place across college and university campuses; in fact, Ros Hill and Peter Reddy's 2007 study indicates that peer mentors help facilitate first-year students' transition to college by offering "practical, academic, and personal support" (p. 103). On the authors' own campus at City College of New York, CUNY, they utilize a peer mentoring model that targets underserved and first-generation college students. They based their program on findings like that of E. Gordon Gee, who described in his article "An Investment in Student Diversity" that in academic settings, mentoring can be a critical retention and enrichment strategy for all--but especially for underserved students. In this article, the authors focus on the potential of peer mentoring to bring positive outcomes for students in an educational opportunity program. They describe their peer mentoring model and assessment tools, and they present data and findings that speak to the impact of their program and its successes.