School counselors play critical roles in partnerships with faith-based organizations that provide valuable programs for students with economic challenges. This study evaluated the effects of a counselor-led, faith-based, school-family-community partnership on student reading achievement in a high-poverty elementary school. Results indicated significantly higher reading gains for 3rd- through 5th-grade students when compared with a control school without the partnership. Students in adopted classrooms experienced higher reading gains than did comparison samples. Gaps in reading achievement were closed between mentored and nonmentored students.