Student success and achievement in afterschool programs depend on caring adults who go above and beyond to make children feel that they are special and can achieve anything (Akhavan, Emery, Shea, & Taha-Resnick, 2017). In the Oxnard (California) School District, where the author is the afterschool grant manager, many of the 200 staff in the Oxnard Scholars afterschool program are working in their first job. This is the first time they have been in charge of young people and the first time they have been called "teacher." These firsts can be drawbacks, but they also can create powerful opportunities to build staff members' capacity to engage students and enrich their lives. To shape the Scholars program into a caring afterschool environment, program leaders and she have worked with the staff to help them understand the importance of their relationships with students. Frameworks focusing on developmental assets and developmental relationships have helped us show the young staff how to build positive adult relationships with program participants. Other programs may be able to use some of these ideas to enable their own staff to foster the relationships that lead to student success. This article examines the Oxnard Scholars afterschool program and addresses the benefits and challenges of it.