Student team techniques, involving two conceptually distinct components--a cooperative reward structure, in which students are evaluated and rewarded based on the performance of the group as a whole, and a cooperative task structure, in which students are encouraged to peer tutor--have had positive effects compared to control methods on academic achievement. This study hypothesizes that there would be a positive effect on percent of time on task both for teams and for tutoring, and that there would be an interaction in favor of a team-tutoring combination. The subjects were 275 fourth-grade students in eleven classes in a primarily white rural school. Classes were assigned to one of four treatment conditions: teams and tutoring, teams only, tutoring only, and neither teams nor tutoring. Results of the experiment support two of the hypotheses; participation on learning teams did increase the percentage of time students spent on task, and also increased the percent of time students spent peer tutoring. On the other hand, no team tutoring interaction was found, and there was a peer tutoring effect on percent of time on task in favor of tutoring. However, team learning techniques have had positive effects on a variety of nonacademic variables, including cross-racial friendship, mutual concern, and self-esteem, and it is doubtful that these effects would be obtained without the tutoring component of student team learning techniques. (DS)