The purpose of this study was to examine the impact of mentorship programs on African-American male high school students perceptions of engineering. In this study, indicatorsof students perceptions included students perceptions of engineering, their self-efficacyin the area of math, and their self-efficacy in the area of science. This study used a two-group, posttest only, experimental design with randomly selected participants. A surveywas used to collect data from 20 participants attending the Middle College at A&T.Using an independent t-test to determine a difference of statistical significance,inferential statistics were provided to answer the following research questions; (a) Is therea significant difference in perceptions of engineering for students who participated in theNCETE/NSBE mentorship program when compared with non-mentored students?, (b) Isthere a significant difference in self-efficacy in the area of math for students whoparticipated in the NCETE/NSBE mentorship when compared with non-mentoredstudents?, and (c) Is there a significant difference in self-efficacy in the area of sciencefor students who participated in the NCETE/NSBE mentorship when compared with non-mentored students? The study did not produce significant findings in relation to theresearch questions. Nonetheless the study identified; a viable formal mentorship program,instruments for use in evaluating mentorship programs, and qualitative feedback used forthe improvement of mentorship programs.