High attrition rates in computer science highlight the need for interventions like near-peer mentoring to boost retention and success. Near-peer mentors are students in the program who were previously successful in a course and have come back to that course to mentor their underclassmen peers. This study examines near-peer mentoring’s impact on undergraduate computer science students in a program where many students have combined another area of academic interest with computer science, thereby feeling less comfortable with programming than traditional computer science students. The objective of this study was to determine the effectiveness of the existing near-peer program and create pathways to improvement for the following term. Using asynchronous interviews, this study responded to responses from mentees within the program. Thematic analysis revealed five themes: academic support for struggling students, enhanced confidence, scheduling challenges, positive peer interactions, and improved study strategies. Students valued help with entry-level programming courses, noting mentors had clarified complex topics which boosted their grades and motivation. However, scheduling conflicts limited access for some students, suggesting a need for asynchronous or more flexible options. Student attendance was primarily driven by confusion over content and approaching deadlines. Findings align with prior research indicating improved academic outcomes and positive experiences, not withholding structural challenges. Near-peer mentorship may be a catalyst for driving program retention, student content mastery, and even student relationships; although much work must still be done to improve accessibility for mentees. Institutions should consider expanding mentor availability and flexible formats to enhance access.

Keywords: Near-peer mentoring, Computer science retention, Academic support, Programming confidence, Mentorship challenges.