Part of a larger investigation of cross-age interaction in one-room schools, this study focused on the extent and characteristics of peer tutoring in contemporary one-room schools. Since Nebraska had more one-teacher schools (626 in 1971-72) than any other state, all one-teacher schools with an enrollment of 10 or more students in grades 1-6 or 8 were selected. A questionnaire was administered in April and May 1973 to 110 teachers and 1,405 students in 110 one-teacher schools located throughout the State. The 53-item student questionnaire was administered by the teachers. Teacher questionnaires consisted of 46 items. Data were not obtained from kindergarten children, severely handicapped students, or absent students. Among the findings were: (1) approximately 34 of the 110 schools had students tutoring other students on a regular basis; (2) there was considerable overlap between students who were tutors and those who were tutees; (3) tutors preferred having more than one tutee and tutees preferred having 3 or more tutors; and (4) both tutors and tutees expressed greatest satisfaction when working with students of both sexes, less satisfaction when working with those of the same sex, and least satisfaction when working with students of the opposite sex. (NQ)