As in a family, the effect of a chemically-impaired student in a college classroom can impact negatively, in this case on the instructor, classmates, and the learning environment, as well as the student's own performance and well-being. Faculty can be shaken by such a student and often are not trained in useful and necessary responses. The author discusses the role of alcohol and other drugs in students' lives and their developmental vulnerability to use, abuse and addiction. A student assistance model is described for psychotherapists to coach facutly to recognize, appraoch, evaluate, refer and, sometimes, disengage from these students. The author's clinical and college classroom experience is used as an example in this discussion.