The purpose of this study was to determine if cross-age peer tutoring of fifth graders with learning disabilities and kindergarten students would have an effect on reading attitudes and reading achievement. A tutoring program was designed to meet the literacy needs of fifth grade special education resource students as well as provide enriching literacy experiences for kindergarten students. Both groups were given a survey on attitudes towards reading before and after the program was implemented. The fifth graders were given a pretest and posttest to test their reading achievement. Cross-age peer tutoring has positive benefits for both tutors and tutees. Results support the extensive research on peer tutoring as a successful intervention for students at-risk for school failure. General and special education teachers can enhance student achievement by developing and implementing peer tutor programs. It measured the effects of cross-age tutoring on reading attitudes and reading achievement. Results indicated that the cross-age tutoring program had a positive effect on reading attitudes of the kindergarten students. It was evident that the special education students also made some progress towards reading achievement.