Subjects were undergraduate online learners (Hispanic females) who responded to and requested to participate in mentoring at the University of Texas at El Paso, a border university located within two blocks of Mexico. Many requests for help came from the pre-service teachers who lacked confidence, were fearful, feeling isolated and stressed taking online classes. This led investigators to look at emotional well-being in addition to further uses of mentoring. The purpose of this final study was to examine emotional well-being and academic mentoring as well as perceptions about mentoring influencing ninety-three Hispanic females. Chi Square statistics indicated some significant associations between or among certain categories worth noting when teaching this population.