Peer mentoring involves a reciprocal relationship of mutual benefits to both the mentee and mentor. To help first time in college students experience a smooth transition to college and empower at-risk college students, South Central University (all names in this paper are pseudonyms) implemented a pilot study for a FYE Peer Mentor Program in fall 2019. This study employed a case study methodology to explore key outcomes and student success metrics qualitatively and quantitatively. Study participants included five FYS instructors, five peer mentors, and 49 FTIC students who were enrolled in 10 FYS course sections. Data were collected through semi-structured interviews, documentary information, and a researcher-created questionnaire. Qualitative data were analyzed with thematic analysis techniques, and quantitative data were analyzed descriptively and inferentially using independent "t"-tests. Qualitative findings characterized the FYE Peer Mentor Program as a vital support mechanism for FTIC students academically and socially, as well as a promising way to promote leadership development in at-risk college students who serve as peer mentors. While quantitative findings showed that FTIC students who were enrolled in a FYS course with a peer mentor earned higher final course grades and had higher fall-to-spring and fall-to-fall retention rates than FTIC students who were enrolled in a FYS course without a peer mentor, these findings were not statistically significant. A discussion of findings was presented, as well as limitations for this study and future area for research.