Despite planning college, disadvantaged students are less likely to enroll in college, particularly 4-year colleges. Beyond cost and academic achievement, previous research finds that a lack of college-related social resources poses barriers. However, little research investigates whether schools can help. We examine whether, how, and for whom a new counseling model aimed at providing college-related social resources may improve college enrollment. Following nearly all seniors in Chicago Public Schools from senior year through the fall after high school, we find that coaches may improve the types of colleges that students attend by getting students to complete key actions. It is important that the most disadvantaged students appear to benefit. This research suggests that targeting social resources may improve the high-school-to-college transition for disadvantaged students. (Contains 5 notes and 5 tables.)