In the Grow Your Own Teacher (GYOT) program, an initiative developed by a university located on Long Island, New York, and funded by a congressionally-directed grant, a diverse cohort of 11th grade low-income students were financially, academically, and emotionally supported in their goal of becoming math or science teachers in predominantly high needs local school districts. In this article, the formation and solidifying of the developmental relationships, which underscored this intensified mentoring effort, were examined. Throughout the selection and implementation phases of the GYOT program, data were collected from multiple sources from both the secondary and post-secondary levels and analyzed to illuminate the organizational structures, activities, and techniques, the relationship-building elements, which enabled these students to flourish and successfully address personal challenges in acquiring a college degree.