The purpose of this article is fourfold. First, it identifies a growing international interest on the part of educators and school officials in finding effective ways to mentor especially poor and minority students toward academic success. Second, it reviews the literature on mentoring as it pertains to this population. Third, it details a case study of an urban Israeli school-mentoring program through which teachers mentor students as a part and parcel part of their classroom responsibilities. Interviews with teachers and school guidance staff describe an innovative and supportive system of mentorship of poor children from North African and Middle Eastern backgrounds in an urban, combined middle/high school. Fourth, it highlights and discusses the changes that schools that are interested in establishing an effective teacher-based mentorship program for poor and minority children must garner.