Since 2000, school-based mentoring programs have become a popular intervention for students who are struggling in school. The goals of school-based mentoring programs target the reduction of office visits and tardiness, while working to increase grades and social development. Past research includes recommendations for more qualitative examinations of school-based mentoring programs to better understand the inner workings of mentoring school children. This qualitative phenomenological study of the perceptions of school-based mentors sought to add information to the current research base. Six school-based mentors in the southwestern region of Pennsylvania were interviewed. Interview transcripts were read and analyzed multiple times to identify and synthesize common themes that emerged from participant mentoring efforts. Themes were compared and organized into categories with headings that identified the essence of the mentoring experiences. [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.]