The United Kingdom (UK) Labor Government launched three major policy initiatives in the past three decades. First was the introduction of gifted and talented education with a special focus on the identification of and provision for inner-city students whose gifts and talents lie submerged in most cases due to their environment of social and economic deprivation. The second was the Widening Participation Policy, which was designed to encourage students from poorer families to join universities, and the third was the government's efforts to enhance social mobility to widen poorer children's access to professions such as medicine, law, and the civil service, which are currently dominated by affluent families. All three policies are designed to raise the achievement and aspirations of students from lower income and working-class families so that their life chances are improved. These three policy initiatives provide the backcloth to an intervention program at Brunel University in the UK. In this article, the authors identify the salient features of a university-based intervention program, provide evidence of its effectiveness using 4 years' worth of data from follow-up interviews, and highlight the opportunities and the challenges that the program team encountered. (Contains 4 figures.)