Evaluation of effectiveness of an experimental tutoring program for 22 Latino junior high students in Antelope Valley, California, sought to determine whether the program would change students' school achievement, school-related behaviors, and self-esteem positively. The tutorial system was based on personal analysis of the students' learning problems--cognitive, cultural, social, and emotional. Students were tutored by college students proficient in Spanish and familiar with Latino culture. Tutors focused on role-playing, academic achievement, and adjustment; they served as companions and role-models of achievement. The Latino students showed no measurable improvement in reading achievement, but informal conversations showed oral English improvement. All 22 students planned to attend college rather than dropping out of high school, and all of their report cards were marked higher by their teachers. Students showed no measurable gains in self-concept or improvement in attendance. However, behavioral assessments of the tutors by their teachers showed significant improvement. A significant correlation between self-concept scores and teachers' behavioral ratings suggested that the less frequently students evidenced inappropriate behaviors, and the more they improved in this respect, the higher their self-concept. Journals kept by the students indicated much improvement in self-esteem and positive attitude. (MH)