During the Spring 2021 semester, 19 freshmen students on academic probation were recruited for a MI mentoring intervention. The mentor completed 45 hours of MI training and reached MI proficiency prior to the start of the intervention. Participants provided survey feedback, qualitative responses regarding the meetings, self-reported goal attainment scaling (GAS) at three time points, and the Self-Efficacy for Learning Form (SELF; Zimmerman & Kitsantas, 2005) before the intervention and after the second meeting. Findings suggest the intervention had a high level of satisfaction from all participants. Mean scores from the self-reported GAS percentages increased across the intervention. Time fixed effects was not significant in the mixed model. A paired-sample t-test compared the difference in participant SELF scores across the intervention (N = 18). There was a significant increase in the self-efficacy for learning from before the intervention (M = 7.38, SD = 1.35) to after the second meeting (M = 8.63, SD = 1.36), t(17) = -3.76, p = 0.001. Mechanisms of relational aspects of MI and the outcomes were also explored and discussed. Current findings of the small-scale feasibility pilot provide support for the MI mentoring intervention project, calling for more sophisticated design, exploration of MI mechanisms. [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.]