School-based mentorship has been a word used often to support students in need. With this in mind, there are many opinions on what constitutes an excellent mentoring program. However, few mentoring programs have done the work necessary to define the structures and practices essential to implement a strong school-based mentoring program. This dissertation examines effective practices and structures for the implementation of a school-based mentoring program that has been reviewed and implemented. The examination of studies in the area of school-based mentoring programs also gives insight into the best practices being used in the field of school-based mentoring. The purpose of this program evaluation was to evaluate the implementation and impact of the Oak Hill Middle School (OHMS) mentoring program. OHMS mentoring program supports students with mentors who are struggling in attendance, behavior, or academics. This program evaluation consisted of a mixed-methods approach, including surveys, focused group interviews, and one on-one interviews. Thirty mentees, 13 mentors, and two administrators participated in the OHMS mentoring program providing information about the implementation and impact for mentees who participated for at least one year. Mentees and mentors also participated in focus group interviews to provide additional insight. This program evaluation examined the program's implementation practices and outcomes for mentors, mentees, and school the school as a whole. Evaluation questions findings indicated the impact most mentees and mentors had both individually and on the school as a whole. Future evaluation of mentoring programs are needed to determine their impact on mentees intended outcomes.