Black male community college students have the lowest retention and completion rates among any racial group (National Student Clearinghouse Research Center, 2017). During this dissertation, I examined the root causes of Black male community college students' low graduation rates through a systematic literature review, and then identified mentoring as an intervention for addressing this problem of practice. After conducting another systematic literature review on mentoring, I discovered there has been a significant amount of research on the effectiveness of mentoring; however, there has been less research on the implementation of mentoring programs. Thus, this program evaluation examined the implementation of a mentoring program through the lens of mentors and sought to gather information related to implementation processes and recommendations for future programs. This mentoring program was developed at an urban community college in the Northeast to improve student engagement and completion rates. The 15-week mentoring program took place during the Fall 2020 semester. The research involved a nonexperimental, single-case study program evaluation of the mentoring program. Key findings revealed that mentors felt prepared to serve as mentors, and mentors engaged with their students using various platforms including Zoom, which was identified as a preferred communication tool by mentors. Mentors discussed a variety of topics with students including academic and personal issues, and many mentors believed working with students from the same racial background was advantageous. Several recommendations were provided by mentors. [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.]