Unequitable representation among students of color in higher education remains a persisting challenge. For the few racially and ethnically diverse individuals that make it into college, they are faced with numerous adversities that impede their ability to succeed academically and socially at their institutions, therefore lowering their sense of belonging, retention, and persistence to graduation. Peer mentor programs in higher education have been found to foster countless positive college student outcomes including higher social acclimation, academic achievement, and increased sense of belonging which all contribute to higher graduation rates. The current study aimed to examine the utility of a peer mentorship program for undergraduate students of color implemented at a small private liberal arts Christian university located in upstate Western New York. The proposed study employed a concurrent parallel mixed methods research design, using both quantitative and qualitative data, to examine the undergraduate students' experiences in the mentor program and the effect it had on their sense of belonging, academic/personal success, retention, and their plans for graduate school. Findings revealed that the participants generally had a positive experience in the mentor program and achieved benefits from participating. Results are discussed in regards to implications for future research and implementation. [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.]