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A truancy intervention pilot project was implemented in an urban high school and incorporated two innovative approaches: (a) student enrollment in a school-based health center for comprehensive health services, and (b) recruitment of teachers from within the students' school to engage in mentored relationships. Students with 15 or more days of unexcused absences the preceding year were randomly assigned to a control group (n = 37) or intervention group (n = 66). Of students assigned to the intervention group, 29 consented and participated in the intervention, whereas 37 could not be enrolled. All students were in serious academic difficulty and at risk for dropping out of school: 65% were failing 6 of 8 classes and 78% were absent from class for 41 or more days during the semester prior to intervention. Students in the intervention group demonstrated a significantly greater probability of remaining in school than students in the control group (p = .027). [ABSTRACT FROM AUTHOR]