Graduate student persistence and retention is a major concern for educators, universities, and governments. The national attrition rates within US doctoral programs range between 50-70%. However, research data indicates a 50% increase in the Council for the Accreditation of Counseling and Related Educational Programs (CACREP) doctoral programs and a 43.8% growth in student enrollment. This significant increase has considerations for Counselor Education and Supervision (CES) doctoral program goals in training leaders and educators in the counseling profession. Strategic student support services such as peer mentoring programs have been identified as valuable in providing academic and psycho-social support to CES doctoral students. The current study utilized qualitative narrative Inquiry to explore the mentoring experiences of CES doctoral students involved in an established peer mentoring program utilized by a rural University in Western Pennsylvania. It further explored the impact of involvement in the peer mentoring program on student retention. Semi-structured interviews were carried out and Narrative and thematic analyses were used to establish typical themes related to mentoring experiences of peer mentees. Twelve themes were derived from the analysis of peer mentee stories. Study findings presented peer mentees' academic, personal, professional and persistence experiences. Study findings contributed to a gap in the literature regarding mentoring experiences and application of peer mentoring programs in CES doctoral programs. Peer mentee's experiences related to student retention were presented. Implications, limitations, and recommendations for further research were identified. [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.]