This study examined the academic and affective growth of peer mentors in a minority engineering program which encouraged relationships between freshmen pre-engineering students and upperclass division mentors at a large, land-grant university in the Southeast. A total of 14 mentors in a newly established minority mentoring program, who were themselves minorities, completed weekly journal entries on their experiences. One primary pattern that emerged from the journals was the reinforcement and improvement of the mentors' already existing academic skills that occurred as a result of their tutoring experiences in interactive learning laboratories and involvement in problem-solving workshops. The simple and constant review of fundamental principles common to the engineering core of study helped the mentors in their own academic pursuits. The journals also captured affective change in confidence and sense of purpose within the mentoring community. The results suggest that although the upperclass peer mentors were not the target population of the minority engineering program, they benefitted both academically and affectively from their roles as mentors within the program. An appendix provides the weekly prompts for journal entries. (MDM)