Part of a larger study of cross-age interaction in one-room schools, this study examined the extent and characteristics of peer tutoring in contemporary one-teacher schools. Since Nebraska had more one-teacher schools (626 in 1971-72) than any other state, 110 one-room schools with an enrollment of 10 or more students in grades 1 through 6 or 8 were selected. In April and May 1973, questionnaires were administered to 110 teachers and 1,405 students throughout the State. Two student questionnaires were used--one for grades 1-3 and one for grades 4-8. Teacher questionnaires consisted of 46 items, 5 of which were open-ended questions. Data were not obtained from kindergarten children, severely handicapped students, or absent students. Some of the findings were: (1) approximately 34 of the 110 schools had students tutoring other students on a regular basis; (2) teachers used peer tutoring primarily for the benefit of the tutees, to provide them with individual, academic help; (3) the large majority of tutees were in grades 1 through 5; (4) in the lower grades boys and girls were tutors equally often, while in the upper 4 grades girls were much more likely than boys to be tutors; and (5) 25 percent of the teachers selected students with weak self-confidence and 79 percent selected students of good achievement. (NQ)