Two experiments compared cross-age and peer tutoring interventions within special education settings. In experiment 1, 47 elementary age learning and/or behaviorally disordered (LD/BD) students acted as tutors of younger LD and BD students. In experiment 2, 31 same-age LD and BD students alternated tutor and tutee roles. In both experiments, tutors and tutees exhibited academic gains. Only in experiment 1, however, were attitudinal gains observed. Findings suggested that both cross-age and peer tutoring represent effective and versatile interventions for special and remedial settings and both are positive alternatives to independent seat work or practice activities. (Author/CL)