The active participation of alumni is necessary for the long-term health of institutions of higher education. Alumni contribute financially to higher education institutions by sharing their time and talents. Recently, a small private University in Macao initiated an alumni mentoring pilot program to engage alumni. However, it is unclear what the experiences of the alumni have been in the alumni mentoring program and how the alumni make sense of the benefits they receive from giving back to the university via this program. Therefore, using the lens of social exchange theory, this interpretative phenomenological analysis study seeks to answer the following central research question by engaging in interviews with alumni who participated in the alumni mentoring program in the Fall of 2020: 'what were the lived experiences of alumni mentors of students at an institution of higher education in Macao and how do they make sense of their experience as it relates to strengthening links and relationships between alumni and the university?' The findings of the study show: 1) Positive college experience and current alumni involvement in the institution were the motives that drive and re-drive the alumni to engage in mentoring. The impact is more significant for alumni distant from the alma mater. 2) Positive academic climate, social support (care) from professors and staff, active participation in extra-curricular activities, opportunities given, and a sense of community are significant attributes of an alumnus's positive college experience. 3) Benefits gained in alumni mentoring motivate alumni to volunteer more. 4) Well-planning program design, positive mentee behavior, time management, time invested in the mentors, trust, and relationship building are some best practices for mentoring. Effective mentoring recognizes the significance of the individual and the different make-up of the mentor and the mentee, which has serious ramifications for developing an effective program. 5) Positive college experience and current alumni involvement in institutions cultivate the recognition and belonging of alumni mentors that motivate alumni to volunteer to be mentors. 6) Knowing institutional needs, and belief in volunteer roles, are strong determinants for alumni to volunteer to be mentors. 7) Alumni mentoring experience can strengthen relationships between alumni and the higher education institution. Implications for theory, practice, and institutions were given. [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.]