This research looks at the features of successful mentorship programs and their influence on at-risk African American male students. The research examines how an Afrocentric mentoring program affects attendance, discipline, and achievement. This intervention draws on the principles of the African American rites of passage movement to focus on developing participants' sense of self as a precursor to academic success. The study also looks into the creation and consequences of a school-based Afrocentric curriculum. To determine results, the outcome of the success of the program will be reported using the collected data of the study schools, the participants, and ancillary partnership components. The study aims to provide organized support systems for students in danger of academic failure. As a teacher/administrator, the researcher recognizes the importance of mentoring programs and the assistance that mentors provide. Mentors provide opportunities for kids to develop self-esteem, connect, and make good decisions by providing one-on-one counseling in small groups. Using a ten-question study tool, the researcher interviewed nine Georgia principals to elicit replies to two research sub-topics. The researcher recorded, transcribed, and categorized the interviews for repeating patterns and themes. Because annotated information can often be considered subjective, the outcome will be determined by the assessments of the collected data from the participating schools, district and state reports, and the scope of interviews received. The information presented in this study was acquired mainly using quantitative methods. While it also will address qualitative results received in interviews, the conclusive results will focus on data received from schools, district, and state feedback. In-depth interviews were essential in this inquiry but were used to substantiate or disprove the presented position. The data at the conclusion of the study will provide evidence to support students' perceptions. According to the study's findings, principals believe educators have a critical role in the achievement of at-risk children. Many kids see educators as role models who inspire them to meet the high standards set by school and system officials. According to the replies, despite the institution's efforts, some kids fail. They emphasized the significance of creating a tailored teaching plan to address at-risk adolescents' unique educational requirements. [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.]