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Cross-age peer mentoring programs are not always effective, and some researchers have questioned the effectiveness of this model.  In this article, we use evaluation data to describe a project that has been going for twenty years.  The project enrolls high school students as mentors to struggling elementary school students.  The article reviews the current literature and details the perceptions of mentors and mentees regarding relational and academic benefits and disappointments.  Both mentors and mentees report that the project gave them purpose, motivation, and a sense of belonging in the school and community.  They also describe frustrations and regrets.  Some findings echo previous studies; however, by presenting a twenty-year retrospective, and including mentor and mentee voices, the article provides a unique contribution to the field.  The article provides an appendix with resources and recommendations for effective practices to those seeking to implement such a program.

Perceptions of Mentors and Mentees in School-based Cross-Age Peer Mentoring in a Low-income Rural Community