Peer mentoring programs in university settings provide a mechanism to promote social support and engage students in the educational environment. The purpose of this three-year longitudinal study, now in its second year, is to increase social support through a peer-to-peer mentoring program for students in an undergraduate baccalaureate nursing program. A pre-test/post-test design with a convenience sample was used to determine if social support increased as a result of participating in the peer mentoring program. Freshmen nursing students were matched with upperclassmen at the beginning of the academic year. There were a total of 137 participants in the program. Training was provided to mentors, including diversity education.  In addition to encouraging mentors to be involved with their mentee monthly, three events were held throughout the academic year.  The Interpersonal Support Evaluation List (ISEL), College Version (Cohen, 1983), was administered at the beginning and end of the academic year to determine if perceived social support increased among both mentors and mentees.  The data analysis plan will include a paired t-test to examine the academic year changes in ISEL scores and subscales in a longitudinal study design.  The research will include a comparison of the measured social support outcomes by each captured demographic variable. Preliminary results found a 96% persistence rate of freshmen nursing students who participated in the program.