The study selected the mentored youth randomly to improve on past research. It also collected information on the program from multiple sources. The mentees included six females and seven males who had histories of rule-breaking and acting-out behavior in school. The 13 mentors attended 2-hour weekly supervision sessions. Each worked with 1 child for 15 hours per week. Assessments took place within 1 week of the start of the mentoring relationship, after 4 months, after 8 months, and within 1 week before the end of the mentoring program. Parents and teachers assessed the children’s behavior changes at four intervals. The mentors and mentees also assessed the program several times. Results revealed that parents reported significant decreases in mentees’ internalizing and externalizing during the program and at its end. However, teachers reported no significant behavior changes. The mentors reported that their experience enhanced their learning about children and further directed their educational goals. The analysis concluded that time spent on developing long-term intensive mentoring programs can help reduce maladaptive behavior. Tables and 20 references