This paper describes a pilot mentoring/tutoring program which paired undergraduate and graduate students with homeless, at-risk, urban elementary students. The project addressed students' poor school performance and disparities in access to technology for minority and disadvantaged students. It purchased computer software and established a computer lab. Tutors provided weekly computer sessions and individualized attention in order to influence tutees' attitudes toward math, reading, and science and improve academic achievement. To improve the consistency of support networks for students, parents and teachers were involved. The goal for college students was to increase knowledge of assessment issues and techniques, practice using tests, write and implement individualized remediation outcomes based on tutee needs, write psychoeducational evaluations, and collaborate to design a Webquest project. Elementary students completed various assessments at the beginning of the project and were compared to their peers. Parents received a final progress report showing individualized program gains and recommendations for future instruction. Reports were forwarded to classroom teachers. Tutees made between 3- and 8-month gains toward grade equivalency. Though students made greater academic gains in reading, greater attitude change was made toward math. There was no difference according to tutee age or gender. (SM)