Classroom success and academic integration are essential indicators of academic success (Tinto, 2012). Since students with disabilities, compared to students without disabilities, often face additional transitional academic issues when entering college, Ball State University developed a Faculty Mentorship Program (FMP) for students with disabilities to facilitate their academic integration. This practice brief presents a study of a nine-year longitudinal analysis of 32,409 students in three groups: students with disabilities participating in a FMP, students with disabilities not participating in the FMP, and students without disabilities. Three academic success outcomes were tracked; one-year retention, and four- and six-year graduation rates. The article also provides a thorough discussion of the portability of the program with suggestions for implementation on other campuses.