This practicum was designed to bring together first and third generations in a caring, supportive, mentoring classroom atmosphere. The study was conducted in a co-educational K-5 public elementary school with 90 percent white enrollment. The subjects were from three fourth-grade classrooms, each with 28 heterogeneous students. Volunteer, retired citizens were recruited to guide, encourage, and socialize with fourth grade students during the school day. Data analysis showed that children responded favorably to intergenerational mentoring in the classroom. Student responses on pre- and post-practicum questionnaires affirmed their sense of increased pride and accomplishment. Students and adults responding to the pre- and post-practicum questionnaires showed an increased mutual appreciation and understanding. The survey instruments are appended. Contains 24 references. (EH)