The purpose of this study was to examine the impact of academic peer-mentorship programs on predicted persistence and predicted academic performance of academically at-risk students. A quasi-experimental design was used; the model was a non-equivalent (pretest and posttest) control group design. First-time, full-time college students were administered the ACT Engage at the beginning and end of their first semester. The ACT Engage Academic Success Index and Retention Index were used to determine if a significant difference occurred between students who participated in the academic peer-mentorship program and those who were part of a weekly study skills course intervention group at another institution. A MANOVA was used to assess for significant differences in the results. No statistically significant differences were found, but findings indicated enough difference to suggest practical implications. [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.]