This study explored the impact of academically supported mentorship on the self-efficacy and perceptions of racially marginalized high school students regarding advanced course enrollment. Using a mixed-methods approach, it combined quantitative pre- and post-intervention surveys with qualitative open-ended questions and semi-structured interviews. Participants were purposively sampled from a diverse urban high school district, and the New General Self-Efficacy Scale (NGSES) assessed confidence levels before and after mentorship. Enrollment data provided additional insights into students' course selection patterns. The study found that mentorship improved students' awareness and motivation towards advanced courses, highlighting their importance for college preparation and college credits. Despite not being on a track for advanced courses, many students showed intentions to enroll, reflecting academic aspirations. Quantitative analyses did not consistently show significant changes in self-efficacy levels or direct correlations between self-efficacy and enrollment decisions. However, qualitative insights underscored the influential role of peer support and practical advice in encouraging enrollment and shaping students' attitudes toward academic challenges. The study emphasizes the complexity of addressing educational disparities and the need to foster positive attitudes toward advanced coursework among racially marginalized 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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]