Tinto's theories of retention and especially his 1975 retention model has been the basis for this study. This study investigated the effects that a minority mentoring program had on student retention and persistence with regard to participants in the A.L.A.N.A. (African, Latin, Asian, Native American) Experience mentoring program of a community college located in Maryland. This study collected qualitative data from both mentees and mentors who had participated in the A.L.A.N.A. Experience mentoring program during the 2009-2010 school year. An exploratory phenomenological methodology was chosen because that method has the best potential to capture the lived experiences of program participants. Results of the study found that mentees believed the program provided them with additional resources, support, and encouragement and aided them in being successful at the community college. Mentors reported that they believed the program to be a good tool for improving retention and persistence at the community college. Additionally, mentees and mentors believed that the program should be a vital part of the college as the community college continues to look for ways to improve retention and persistence; and finally, that the community college should find ways to make the program available to more students.