The school-based elementary mentor program in this study paired community members with students in a one-hour, once weekly developmental program that focused on building relationships through conversation, crafts, games, and trips. This quantitative study with a purposeful sample (n = 30) examined the social, emotional, and academic impact of participating in this mentoring program on fourth and fifth grade students using data from a schoolwide benchmark assessment and two surveys distributed to mentors in the program and teachers in the school. The mentor survey examined the perception of the mentors (n = 25) of their matched students with regard to areas of support, empowerment, boundaries and expectations, constructive use of time, commitment to learning, positive values, social competencies, and positive identity. The teacher survey (n = 14) measured three categories of impact; personal changes, academic growth and behavior in the classroom. Student academic growth on the NWEA (Northwest Evaluation Association) MAP (Measures of Academic Program) was examined during the years in the program and the years prior to being in the program. Mentor growth in the NWEA MAP was examined and compared to academic growth of students who are not in the program. Results of the survey show that according to the perception of mentors and teachers, students participating in the mentor program have been positively impacted in a number of the categories of change. Mentors who were in the program longer responded more favorably with more answers of "agree" and "strongly agree" than those in the program for a shorter time. In addition, support teachers responded with more positive answers than classroom teachers. Regarding academic gains, both mentored students and their non-mentored peers showed steady gains in math and reading; however, all three mentored cohorts showed a small increase in scores over their non-mentored peers in at least one of the two academic areas. In some cases, mentored students began the program below grade level and after time in the program were on grade level at the end of the study. Expectations are that the program will expand to other schools in 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.]