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As part of an NSF IUSE/PFE:RED grant, the Clemson University Glenn Department of Civil Engineering instituted a peer mentoring program, called CE-MENT to attract and support students through a key transition point in the curriculum between general engineering and entry into the major. The program name has a dual meaning, as cement is defined as a binding agent or something serving to unite firmly. As freshmen, underrepresented minorities and females are supported by the Programs for Educational Enrichment and Retention (PEER) and Women in Science and Engineering (WISE). However, these programs do not carry forward as students leave the common first year in General Engineering and move into their respective majors. Through the involvement of junior and senior engineering students as peer mentors for incoming sophomore students in the engineering department, the mentoring program provides valuable one-on-one guidance and contributes positively to the engineering community. The peer mentoring program was formulated to foster interaction role modeling and interdependencies among students. Studies show that such interactions and interdependencies foster students' positive perceptions of their future selves in the profession. The peer mentoring program provides the opportunity to create motivational preferences for collaboration, and to foster personal motivation for academic achievement. Specifically, the program sought to determine: the change in students' attitudes toward peer mentoring activities during their years of engineering study (from mentee to mentor); how participating in peer mentoring affects students' satisfaction with program experiences (i.e., transition, belonging, and academic success); and their intent to remain in the program.