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The purpose of this study is to implement a mentoring program in which a mentor and a menteewould work together as a pair. High school students, who experienced extensive readingthrough regular English classes, volunteered to be mentors for middle school student mentees.For about 8 weeks, mentor students visited a middle school once a week to participate in theprogram based on extensive reading and activities with their mentees. Data collected wereanalyzed using both qualitative and quantitative techniques. The study yielded three majorfindings. First, participants, both mentees and mentors, acknowledged that the programprovided them with an opportunity to improve their English language skills, and to read Englishbooks on a consistent basis. Second, participants could build a learning community in whichmentees as well as the mentors could experience intellectual development and growth. Finally,based on the responses from the participants, the study showed the possible future directions forsupporting English reading and expanding the program. Based on the result, some implicationswere provided.

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