Research has shown that mentoring is a productive way to address multiple needs in education and help children maximize their potential while bridging racial and generational lines (Frels et al., 2013; LaVenia & Burgoon, 2019; Liao & Sanchez, 2019; Spencer et al., 2020; Spencer, Gowdy et al., 2019). This research aimed to identify the factors of effective mentoring relationships between adults and elementary students in urban settings. This study used a basic qualitative approach to interview ten participants in mentoring relationships: five adult mentors and their five child mentees at a community-mentoring organization. Participants answered questions adapted from the effective mentoring factors found in the research. Mentors and mentees were asked which effective mentoring factors were most important and if any factors existed in their mentoring relationships that were not present in the research. Coding was used to analyze participants' responses. All participants specified personal disclosure, length of the mentoring relationship, trust, and safe space as vital factors in their mentoring relationships. In addition, all mentors agreed that paid coordinator support was an essential aspect of their motivations to mentor. Teachers and adults who work with elementary students in urban settings can proactively build a relationship with their students by initiating trust in their students to model a trusting relationship. In addition, by advocating, supporting, and protecting their students, these adults help establish a safe emotional and physical setting for their students. [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.]