How students are affected by a mentoring relationship and to what degree were studied over 3 years in the evaluation of a mentoring program that aims to improve student motivation, achievement, and behavior. In addition to a survey of 85 mentors and 89 teachers, the study examined some objective measures of student achievement for 40 elementary school students before they began the mentoring relationship and after 6 months of mentoring, and these same measures were obtained for a comparison group of 40 students. Measures used were the Wide Range Achievement Test reading and mathematics tests, the Piers-Harris Self Esteem Inventory, and the Behavior Scale. Interviews with 15 mentors and 20 students in the program provided additional data. Survey results show that teachers and mentors generally agree that students showed positive growth, with more growth seen in motivation and confidence, and less in student achievement. No significant differences in achievement test scores were found for students who worked with mentors. Nor were there any significant differences in student behavior measures. Students preferred working in small groups with mentors, and most perceived the program as beneficial. Recommendations are made for program improvement, including increased emphasis on academics if that is decided to be a focus of the program. It is suggested that mentors work with students individually if that is possible, because the personal relationship seemed to be something students valued according to their survey responses. (Contains 9 tables and 36 references.) (SLD)