We evaluated whether having a naturally acquired mentor during adolescence was associated with improved adult outcomes among youth with learning disabilities (YLD). Mentored youth were more likely to have graduated from high school, reported a higher level of self-esteem, and reported a higher overall number of positive outcomes than nonmentored youth. Mentorship by teachers/guidance counselors was associated with larger differences in high school graduation rates and self-esteem compared to nonmentored youth whereas mentorship by nonteachers was associated with smaller changes in self-esteem and no differences in high school completion rates. Future research should include more in-depth, objective assessments of youths' learning disabilities, consideration of interactions with concurrent risk factors, and efforts to clarify optimal strategies for mentoring support of YLD. (Contains 4 tables.)