This paper investigated the relationship between formal staff mentoring programs and students' academic self-efficacy in an undergraduate setting. A convergent, mixed method study found there is a positive relationship between students' enrollment in a formal staff mentoring program and their academic self-efficacy. The results noted length of time of enrollment was not a factor in students' academic self-efficacy. The results also identified specific academic tasks students noted improved since, or in response to, their enrollment in the formal staff mentoring program while attending their undergraduate institution. [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.]