The central purpose of this thesis was to gain a deeper understanding of formal mentoring programmes in a Gaelic Games tertiary education environment. This was achieved through a series of studies with varying mentor and mentee combinations across a range of cohorts, namely student-athletes, coaches and performance analysts. Chapter Two, highlighted the potential mentoring has to address a gap in learning in the volunteer sporting setting, while also identifying Social Exchange Theory as an appropriate theoretical lens through which to view mentoring. Chapter Three was the first of three empirical studies, where a mixed method approach was adopted to investigate dyadic peer mentoring of Student-Athletes as they transitioned from second to third level education alongside a sporting transition from junior to senior athletes. Findings indicated programme design and programme coordinator support was crucial. Chapter Four, adopted a qualitative research design to explore mentoring of performance analysts. The findings identified the importance of triadic relationships in mentoring, due to individual mentors being unable to fulfil all the needs of the mentees. Chapter Five builds on this triadic mentoring of performance analysts, a multiple mentor network was employed for the development of coaches, which was researched using a multi-method design. The findings illustrate the importance of trust in relationships and the balance between informal and formal mentoring. Chapter Six, provides practical guidance for programme coordinators in designing and delivering mentoring programmes. The chapter identifies conditionality as a key consideration for all decisions around mentoring due to the complexity of sporting environments. Finally, Chapter Seven summarised the thesis, highlighting the need for further research into mentoring in sporting environments and some final overarching implications for practice.