This article investigates a practical implementation of strategies for augmenting social capital, as they are being used within the Granddad Project, an intergenerational learning initiative conducted in schools in the Stockholm county area. Indicators for measuring social capital were constructed on the basis of questionnaire data. Responses from a total of 580 pupils, 19 granddads and 27 teachers in 17 schools were collected. Additionally, for the granddads, a qualitative analysis was also carried out using a set of narrative data, reflecting their perceptions and experiences of their work in the schools. The results indicate that the granddads' work itself is forming part of the social capital between individual granddads and the pupils. The pupil responses indicate that boys and girls feel secure in school and that the granddad supports and assists everyone. The responses from the granddads demonstrate that they find their work demanding, but nonetheless rewarding because of the social network it has established for them with the staff and the positive response from the pupils. These results support the assumption that interaction that occurs in the classrooms in schools where there is granddad intervention provides opportunities for increased social capital to be generated on the part of both the younger and the older generation.