This phenomenological case study explored the benefits and challenges of participation in a formal science, technology, engineering, and mathematics (STEM) mentoring program for women and under-represented minorities (URMs) in the Natural Sciences & Engineering Technology (NSET) department at Point Park University. This study included the collection of qualitative interview data from NSET faculty, as well as alumni mentor and student mentee informants. Additional data was collected from a review of the NSET Mentorship Guidelines document and an analysis of student demographics and retention data. Critical Race Theory and Intersectionality Theory served as the conceptual framework used to explore and understand the experiences of women and URM students that have participated in the program. Analysis of the data revealed the following key themes: method and timing of communication in the recruitment of students; key benefits of professional and psychosocial development; challenges surrounding program awareness, mentor/mentee shared expectations, program feedback, and mentor/mentee chemistry; and increases in professional identity and psychosocial aspects that increase retention of women and URMs in the STEM pipeline. The impact on leadership, theory, and practice are presented. Recommendations for further research are provided. [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.]