This document discusses the relative merits of cross-age helping programs, where one older more experienced student helps younger less experienced children to learn. Two types of approaches to organizing cross-age helping programs are reviewed: (1) one emphasizes a programmed or structured approach which consists of a series of detailed steps for the tutor to follow with his tutee; (2) the other emphasizes an open, more flexible relationship between older and younger. Ingredients necessary for a successful cross-age helping program are discussed, as well as an anecdotal evaluation of this type of program in a pilot study. A second paper included with this document suggests types of designs which have worked well in cross-age helping programs. (Author/PC)