This dissertation explored the role mentors play in female students' selection of a college for undergraduate education. Domestic and international female students enrolled full-time at a University in the Southeastern United States were engaged in a focus group setting to understand how mentors influence the college choice process. While research into college choice has been ongoing since the 1960s, there have been no studies specifically focused on college bound women or the role mentors have in influencing their higher education decisions. To explore the phenomenon, a conceptual framework was constructed drawing on elements of Chapman's (1986), Hossler & Gallagher's (1987), and Iloh's (2018) college choice models and Zachary's (2011) theory of mentoring. The study's findings suggest that female students are heavily influenced when making their college choice decision. Through this study, three themes emerged that addressed influence from family and high school personnel, peer influence, and third-party influence. Results indicated that the primary influence for domestic students came from parents, while the primary influence for international students came from college placement agencies. While not generalizable, the findings from this study contribute to the field of college choice research and offer new insights with regard to domestic and international female students. Of particular interest is the role mentors have in influencing college choice decisions and how this may impact future higher education recruiting efforts both in the United States and globally. [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.]