This study examined the operating characteristics of six Campus Partners in Learning programs, which team college and university students as mentors with teenagers and younger youth. The project involved four separate but closely interrelated studies: (1) an implementation study; (2) a relationship formation study; (3) an outcomes study that investigated the benefits to both parties in the mentor pair; and (4) a survey of college students. These studies were conducted at Boston University (Massachusetts); Connecticut College (New London); Georgetown University (District of Columbia); Porterville Community College (California); West Virginia Wesleyan College (Buckhannon); and Xavier University of Louisiana (New Orleans). Program elements included mentor recruitment, mentor screening, mentor training, protege orientation, matching, and mentor/protege interactions. Interviews to gauge program outcomes found that 45 percent of the participants formed successful relationships in which the mentors allowed the relationships to be youth-driven and took into account the youth's preferences for social and recreational activities before engaging them in serious discussions and academically oriented activities. Mentors exhibited improved self-esteem, perceived scholastics competence, and satisfaction with their social skills. Proteges were exposed to additional social and cultural activities and their sense of control over their lives improved. Two appendixes present data on the sites and study methodology. Sixteen references and eight tables are included. (JB)