The use of a learning model in a peer tutoring program is discussed. Although the tutorial function is often a priority, the goal of the peer-tutoring program is to help students become independent learners. To eliminate the need for tutoring, it is necessary to determine why the student is having academic problems. To train peer tutors, a paradigm of the learning process is used that is based on a computer model of information processing. This Integrated Learning Model (ILM) has five phases: preparation, input, processing, storage, and output. In an initial training session, tutors are asked to name activities that relate to the learning process. These activities are grouped according to the five main phases of the ILM. In additional training sessions, tutors are provided case notes of students that include diagnostic information. The tutor's task is to determine the possible contributing factors to problem areas. Finally, tutors learn interviewing strategies needed to determine in what phase the student's learning is breaking down. A list of key questions that tutors incorporated into their interviews is included. In addition to explaining the learning phases, the paper identifies the strengths and weaknesses of the ILM. (SW)