The purpose of the Academy in Mentoring (Project: AIM) was to increase the number of junior high girls with academic potential to elect mathematics, science, and technical courses throughout high school and/or college, in order to provide them with greater future career opportunities. Teachers and counselors from three selected junior high schools were assisted in the development of a mentoring academy for academically able girls. The 15 teachers and 30 girls were involved in a series of training activities throughout the yearlong project. Affective and cognitive changes among teacher/mentors and students were measured by three pre- and post-test survey instruments. Significant differences on several variables were found in knowledge and attitudes of the Mentoring Academy population when compared to the control groups. Project: AIM had a positive impact on the knowledge of how mathematics and science courses provide access to many career opportunities. Both teachers and students gained an awareness of the factors which limit female representation in advanced mathematics, science, and technology courses. The results of this project support the premise that teachers can develop mentoring skills, adopt attitudes supportive of the need to encourage girls to excel in mathematics, science, and technology, and influence girls' career aspirations. (Author)