Many high school students are eligible for college but they do not go, or they attend a less demanding postsecondary institution. Their problems are twofold--either (1) they lack the counseling and support structures necessary to apply to college, or (2) they lack the counseling and support structures that enable them to apply to the kind of institution for which they should aspire. On the one hand, there are college-eligible students who would be able to attend a four-year institution but they have not had the guidance to steer them through the application process. On the other hand, some students have been admitted to an institution but because they had little or no support, they applied to institutions that will not meet the levels that they could reach. To be sure, community colleges play a critical role in educating many students. However, many low-income students should have the same opportunities as do their wealthy counterparts to attend a four-year institution. For over a decade, the Pullias Center for Higher Education has been working on ways to solve these problems. To overcome these problems, the Pullias Center for Higher Education (PCHE) at the University of Southern California created a mentoring program--Increasing Access via Mentoring (I AM)--to provide one-on-one support to 12th graders. The students with whom the program works are eligible to apply to a four-year institution but may not due to the lack of a supportive environment. I AM is an action-based intensive mentoring model where USC faculty, staff, and graduate students guide college-bound high school seniors through the college and financial aid application processes. The program's goals are specific and targeted toward 12th graders in high poverty, low college-going high schools. In this report, the authors discuss the challenges and results they faced with the program and expand on what is necessary to maintain a successful mentoring program. A list of related readings is included.