This practicum sought to understand why students in a Diversified Cooperative Training (DCT) program did not see the need to earn good grades or to complete their high school education. One hundred DCT programs were surveyed statewide, and it was found that 66 percent reported problems with attendance, 35 percent revealed problems with student attitudes, and 35 percent stated that some students were classified as at-risk. A program was then implemented for ninth- through twelfth-grade DCT students who were identified as at-risk by the full service school team. The solution incorporated community leaders and employers as mentors. Students met with their mentors each week and participated in planned activities. The students' performance was then measured by comparing fall semester grades with spring semester grades following program implementation. Students' grades increased. They failed fewer courses and their time on task increased as a result of better attendance. Nine appendices include charts which compare grades, attendance, and the total students completing the twelfth grade for successful graduation. Many students also attended Chamber of Commerce meetings, social functions, or other types of business interactions as guests of their mentors. The recommendation is that mentors and at-risk teams be used to improve students' attendance and academic performance. (RJM)