<p>The Cities Mentor Project (CMP) was developed to address academic and socio-emotional stressors experienced by youth in low-income, urban communities. This multisite, randomized, no-treatment–controlled, parallel-group pilot feasibility trial included 35 sixth-grade students who identified as African American (16 intervention; 19 control) and were enrolled in schools located in Englewood on the southwest side of Chicago, Illinois, USA. Data were collected at three time points using standardized measures of socio-emotional functioning and academic achievement. The CMP intervention comprised three components: participation in protective community settings, mentoring relationships, and coping skills training. Between-group analyses did not reveal significant differences in socio-emotional or behavioral outcomes; however, significant between-group effects were observed for reading achievement. Within-group dosage analyses indicated that intervention participants who received greater exposure to combined program components and spent more time in protective settings demonstrated better socio-emotional functioning. Parents also reported higher adaptive skills and fewer behavioral problems among youth receiving higher intervention dosage, and greater mentoring exposure was associated with higher mathematics grades. Findings support the feasibility of CMP and suggest that intervention dosage may be an important determinant of academic and socio-emotional outcomes for youth in low-income urban contexts enrolled in a mentorship intervention. Moreover, findings assert the need for further study of CMP.</p>