This study examined the effect of academic peer mentors on the grade-point averages of underprepared freshmen at Mount Vernon Nazarene College (Ohio), a church-related coeducational college of arts and sciences. Underprepared freshmen at this school are required to participate in the College Experience Enhancement Program. For the fall, 1993 term, a peer mentor component was added to the program. The study compared first semester grade point averages for 41 students in the 1993 group with those for 47 similarly underprepared freshmen in the 1992 program (which did not include the peer mentoring component). The paper summarizes the process of the study, setting out the background and nature of the problem, reviewing the literature on mentoring and academic peer mentoring, and defining methodology and methods. A statistically significant difference in grade point average between the two groups was not found. Possible reasons for this unexpected finding are suggested. (Contains 20 references.) (CH)