This dissertation examined elements of effective 5 ^th-12^th grade school-based peer mentoring programs from the participants perspective. The researcher conducted 80 interviews at 4 Adirondack public schools; in addition, a survey was administered to those interviewed. Just the survey was administered to an additional 20 peer mentors and mentees at each site. Data gathered indicate that effective peer-mentoring programs (1) are relationally intentional, (2) are transformative, (3) allow for student leadership and voice, (4) attend to gender differences, (5) are developmentally appropriate, and (6) are purposeful and goal driven. This qualitative study included a quantitative survey that showed that 100% of the mentors and 98.59% of the mentees reported that mentoring was a good experience for them. Of the mentee respondents, 87.32% indicated that being involved with mentoring improved their attitude about coming to school; 88.55% of mentors and 80.28% of the mentees reported growth in self-confidence. Results from this study will inform peer mentoring program design, curriculum, and training-workshop contents for both peers and those adults who work with them.