Today's adolescents must meet increasing demands for high levels of literacy. However, low self-efficacy and motivation for reading often prohibit adolescents from developing and sustaining positive reading habits. Consequently, educators must provide opportunities for students to experience reading as a rewarding and useful endeavor. Research findings connect reading motivation with choice; however, language-arts programs often do not afford adolescents opportunities to read for enjoyment. Programs such as Sustained Silent Reading (SSR) provide students time, space, most importantly, mentoring for personal reading. This article details one high school English teacher's journey to create a successful SSR period in her classroom using factors for success gleaned from research. The author details the impact teacher mentoring had on students' reading attitudes and habits. Students experienced success in locating reading materials and sustaining a desire for and habit of reading. The author provides suggestions for high school faculty planning SSR programs in their schools.