The purpose of this quantitative correlational research was to examine to what degree a relationship exists between the frequency of participation in Title I public school mentoring programs and the mentored student's self-esteem among fourth and fifth-grade students in two southeastern elementary schools. Social learning and development take on vital roles in determining how a child interacts in the school environment; therefore, two theories that grounded this study were Albert Bandura's social learning theory and Abraham Maslow's hierarchy of needs. Two research questions guided this study. Question one addressed the relationship between the frequency of mentoring participation and student self-esteem while question two addressed the relationship between the duration of mentoring participation and student self-esteem. The researcher collected data from 62 students and performed a correlation analysis using Kendall tau-b. The results showed no statistically significant relationships between the frequency of mentoring participation and student levels of self-esteem, t[subscript b], = -0.024, p = 0.796, or between the average duration of mentoring sessions attended and student levels of self-esteem, t[subscript b], = -0.137, p = 0.177. Given the small sample of volunteer participants, the results cannot be generalized with confidence. [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.]