In this two-year study, we evaluated a formal mentoring program by examining the retention rate and program satisfaction of first-year university students who volunteered to participate. Mentors were Intermediate/Senior preservice teacher candidates, invited to take an additional credit class relating to Teacher Advisor Programs in Ontario Secondary Schools. The retention rates and grade point averages (GPA) of participating students (experimental group) were higher than those for the control group, consisting of first-time students with similar programs of study and exiting secondary school averages (ie,< 75%). In written comments, students suggested program satisfaction and noted its effectiveness.