The intention of this dissertation in practice is to provide structure to a peer-to-peer mentoring program to improve the academic success of students, while building students' engagement and social emotional skills through connections and relationships within the school district. This study is situated in a rural school community with an enrollment of approximately 1450 students and three campuses, one at each level, elementary, middle, and high school with approximately 61 percent of the student population classified as at risk. This study is an intrinsic case study to reveal how a logic model developed for the peer-to-peer mentoring program will clarify the vision, process, and outcomes of the program. By understanding the underlying components of the process of a logic model development, the process of designing appropriate interventions and in turn, examining their effectiveness will facilitate school leaders in maintaining student engagement. The understanding of the past and current stakeholder perceptions of the peer-to-peer mentoring program were essential for the development of a drill down logic model for the program. Through the analysis of participant interviews, participant surveys and program observations, I was able to apply those findings to the development of a program logic model. By providing a clear understanding of the program's foundation, the goal of this work is that students remain engaged by forging a sense of belonging in school throughout their high school careers, which will prevent them from dropping out. I foresee that this work will lead to approaching future obstacles and refining other evaluation and improvement processes within the district. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]