The purpose of this study was to analyze mentoring practices for school-aged students with disabilities and at risk. Eleven articles from peer-reviewed domestic journals were selected based on the criteria, which were (1) implemented mentoring practices; (2) targeted for from elementary to high school students with disabilities, with underachievement or at risk. and (3) excluded articles focusing only on mentors’ reflections and learning aspects. The results are as follows: Mentoring for students with disabilities and at risk were targeted from early elementary to high schoolers and focused mostly on underachievers. These mentoring practices aimed to improve these students’ academic performances, psychological-emotional competences, or career development. As participating in the mentoring practices, students with disabilities and at risk could show positive changes in their academic performance and attitudes, self-competence, adaptive behaviors, and career-related efficacy. The mentoring programs adapted numerous types of practices in terms of mentor-mentee selection and liason, mentoring program development and implementation, and mentor management. Based on the results of the analysis, interpretations and implications on effective mentoring programs for those with disabilities and at risk were discussed.