This study evaluated a comprehensive mentoring program on selected at-risk students with specific school problems (attendance, discipline referrals, and core area grades). The sample included youths in Grades 4-8 who differed on some characteristics including grade-level, ethnicity, and gender. For the purpose of this mixed methods study, the mentoring program was developed and implemented in one urban school in a Northeastern State of the United States. The goal of the I Believe I Achieve Comprehensive School-based Mentoring Program was (1) to explore ongoing I Believe I Achieve Comprehensive School-based Mentoring Program activities, (2) to provide information to monitor and improve the program, and (3) to give students a voice by describing their perceptions of the program. Based on quantitative data (surveys and academic records) and qualitative data (interviews of three program participants, and program documents) the program was found to have a significant impact on student discipline referrals. The results of the study are discussed in terms of the available research on school-based mentoring. Recommendations for program improvements and further research are enclosed. [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.]