This study highlights an undergraduate-mentored research experience called the Holistic Foundry Undergraduate Engaged Learners (FUEL) program that is guided by the Renaissance Foundry Model. The authors review literature related to co-mentoring and co-learning models, make connections between the Foundry-guided, Holistic FUEL applications and these models, and provide an inductive analysis of evaluative data collected about the program implementation. In their evaluation of the program, students highlighted the positive role of co-mentoring to achieve program goals and their appreciation for making better connections between research projects and implementation strategies. Insights and lessons learned are provided.