Over the past several decades, social and political changes in the United States have led to a substantial increase in the number of incarcerated adults (Western, 2006; Western & Wildeman, 2009). The majority of prisoners are the parents of minors. Between 1991 and 2007, the number of parents held in prisons increased by 79%(Glaze & Maruschak, 2009); thus, the number of children affected by incarceration also increased significantly. Today, over 2% of children have a parent in prison (a state or federal incarceration facility), and many more have a parent in jail (a local place of incarceration, usually operated by the county) or who was in prison or jail (Maruschak, Glaze, & Mumola, 2010). Due to potential exposure to a variety of situations fraught with risk, including parent criminal behavior before incarceration and parent-child separation during incarceration, the children of incarcerated parents have often been considered a vulnerable population (eg, Bernstein, 2007; Gabel & Johnston, 1998). Most prominently, these children are two times more likely than their peers to display antisocial behavior (Murray, Farrington, & Sekol, 2012; Murray, Loeber, & Pardini, 2012), a predictor of delinquency during adolescence and adulthood (eg, Lipsey & Derzon, 1998). Risk for other types of problems is unclear. Despite concerns for the well-being of this population, few preventive interventions have been developed or adapted for the children of incarcerated parents. From a life-course development perspective, a preventive approach would first address parenting and factors that can significantly impair the quality of parenting, such as a parental substance abuse, parent employment, and availability and stability of housing (eg, Eddy, Kjellstrand, Martinez, & Newton, 2010). However, the most popular intervention, by far, has been much more limited in scope, namely, volunteer mentoring. While mentoring the children of incarcerated parents is an idea that had been noted in the research and practice literature over the past several decades (eg, van Nijnatten, 1997; Weissman & LaRue, 1998), only recently did it come to be viewed as an intervention of exceptional significance. In the first edition of the Handbook of Youth Mentoring, the idea of mentoring the children of incarcerated parents was mentioned only in passing (ie, Maton, Domingo, & King, 2005). Here, we provide a gateway for practitioners to the professional literature on mentoring the children of incarcerated parents. We first highlight the characteristics of children affected by parental imprisonment, discuss why mentoring became a popular intervention for these children, and present the theoretical underpinnings of such work. We then describe the limited research on outcomes related to mentoring the children of incarcerated parents, and summarize the more prominent “recommended” practices literature, which is based primarily on anecdotal experiences and on studies of “at-risk” children in general. To place the available research and practice information in context, we describe two types of youth mentoring programs that serve children of incarcerated parents and illustrate how these programs use recommended practices through case examples. We conclude with recommendations and considerations for future work.