The college sophomore year is considered a difficult year for many students. College sophomores tend to experience the least amount of attention and support during a time when they are pursuing academic and personal goals. When these students encounter challenges that coincide with a limited amount of assistance with decision making, they can experience a lack of motivation and involvement academically and socially. Such experiences can increase the likelihood of students leaving the institution and ending a degree pursuit. This applied mixed methods case study assessed the influence of online mentoring, referred to in this study as an E-mentoring program. This program was designed to target sophomore students, those who have earned between 30-64 hours, and assist them with their adjustment through the college sophomore year. All sophomores attending Southwest Baptist University (SBU) of Bolivar, Missouri, approximately 355, were asked to participate in this study by (a) taking Schreiner's "Sophomore Experiences Survey" as a pretest, (b) participating in eight E-mentoring sessions over an eight-week period, and (c) retaking the "Sophomore Experiences Survey" as a posttest. A t-test was conducted between quantitative pretest and posttest results to identify if the group's average scores statistically changed between the instrument's categories of academic self-efficacy, student satisfaction, and commitment to stay enrolled. Participants self-reported a statistically significant difference regarding the influence of an E-mentoring program on students' academic self-efficacy and student satisfaction levels during the second semester of their sophomore year. In addition, there was no statistically significant difference regarding the influence of an E-mentoring program on students' commitment to stay enrolled. Once the quantitative data were collected and analyzed, three focus groups containing 10 participants each were formed. Focus group participants were asked open-ended qualitative questions regarding the sophomore year and the study's E-mentoring program. The participants communicated several resonating themes that may influence sophomores as they traverse through the academic year. The quantitative and qualitative findings of this study added to the literature regarding E-mentoring and intervention programs designed to help sophomores persist and stay enrolled. [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.]