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Mentorsliip programs tliat pair students with emotional disturbances/behavioral disorders ( E B D) as mentors and pro teges can be an effective school-based intervention. Adolescents with E B D who have demonstrated gains toward eliminating problematic behaviors and exercising self-control can make positive contributions in a mentoring relation ship with young children with E B D. Structured, supervised, and sustained interactions between secondary student mentors and elementary student pro teges can be designed to produce spe cific academic and behavioral out comes—for both proteges and mentors This article provides a genera description of mentorship, a justifica tion for mentoring relationships between students with E B D, guidelines for establishing a mentorship program, and an account of the actual implemen tation of a mentorship project. According to Nash and TYeffinger (1993), the mentorship concept receives high accolades from a wide range of participants. Mentorship has global appeal and praise because it works. lA l̂urt is AAoiiioriiig? Mentorship is a dynamic and reciprocal relationship that can be beneficial for both the protege and the mentor. Gehrke (1988) viewed the mentor-pro tege relationship as a powerful and unique opportunity for personal devel opment that requires individuals to give and receive at the most basic levels of human caring. According to Anderso