The transition from secondary education to university represents a critical and potentially challenging period for students. This phase entails adjustment to a new academic environment, the development of social networks, and the assumption of greater personal autonomy. First-year students are frequently confronted with unfamiliar academic structures and pedagogical approaches, in addition to potential linguistic and cultural barriers, all of which may hinder their effective social integration. As a result, they may experience feelings of isolation, loneliness, or homesickness. To address these challenges, universities in Portugal and around the world have increasingly implemented mentoring programs. These programs aim to support students during this transitional phase by providing guidance, emotional support, and practical advice. This study explores the perceptions of student mentors regarding the Mentoring Programme implemented at Universidade Lusófona – Centro Universitário de Lisboa. It focuses on the program's structure, organization, and its impact on the integration and academic success of first-year students. Semi-structured interviews were conducted with twenty mentors from the Social Work and Psychology programs. The data were analyzed using reflective thematic analysis, emphasizing the procedures and practices employed to foster effective relationships with first-year students, the mentors’ roles in the learning process, the challenges they encountered, and the conditions that facilitate successful mentoring. Additionally, the study examines mentors’ suggestions for improving the program and identifies key competencies considered essential for effective mentoring. These findings contribute to a broader reflection on the program’s strengths and areas for development.

Keywords: Higher education, mentoring program, academic adaptation.