Strong, supportive, mentoring relationships between adults and children at risk for social and academic failure have been associated with improvements in academic performance, school attendance, and self-image. One of the variables associated with strong, supportive, mentoring relationships is the practice of matching children with adult mentors on the basis of similar personal traits. In this article, the authors describe the development and implementation of a school-based mentoring program in which children and youth with learning disabilities and attention problems are matched with university students who have experienced similar challenges. The authors also discuss the personal experiences of the university student who inspired this program.