Abstract
Students in alternative education programs often experience differential access to faculty, advisors, university support systems, and the supportive culture established by being on campus. This study is a descriptive-exploratory program evaluation of the distributed learning social work mentoring program at California State University, Chico. The researcher examined the use of mentoring and how it differed between first-generation and non-first-generation students, between rural- and urban-dwelling students, by the age of students, between graduate and undergraduate students, and based on the student's geographic proximity to the main California State University, Chico campus. All demographic groups of students used mentoring for emotional support; self-care; help in managing school, family, and work; and time management. Study limitations and recommendations for future research are included.