This study explores the role of culturally responsive mentorship in promoting academic success among Black students in grades 6 through 12 and its potential to serve as a protective factor against the school-to-prison pipeline. Black youth are disproportionately affected by exclusionary discipline practices, including suspensions and expulsions, which can contribute to academic disengagement and increase the likelihood of involvement with the juvenile justice system. Mentorship has emerged as a promising strategy for supporting positive youth development, improving school engagement, and fostering educational aspirations. Using a qualitative research approach, this study will examine the experiences and perspectives of six individuals who have positively impacted youth through mentorship. Participants will include mentors from educational, community, and youth-serving settings. Through semi-structured interviews, the study will explore effective mentoring practices, strategies used to motivate students academically, and perceptions of how mentorship influences youth outcomes. Particular attention will be given to culturally responsive approaches that affirm identity, build trust, and create supportive relationships between mentors and youth. The findings are expected to identify common themes regarding the role of mentorship in strengthening resilience, encouraging academic achievement, and helping youth navigate personal and systemic challenges. The study contributes to social work, education, and youth development literature by highlighting how positive mentoring relationships can support Black youth and potentially reduce factors associated with the school-to-prison pipeline. Findings may inform future mentoring programs, school-based interventions, and community initiatives designed to promote educational success and positive developmental outcomes.