The purpose of this mixed methods study was to determine the effects of a tutorial program on first-grade children's reading skills and their tutors' (also preservice teachers) knowledge of reading instruction. Participants consisted of a group of 30 first-grade children served in the program and a control group of 30 children. Literacy assessments, a tutor survey, and observation notes taken during visits with the tutors were sources of data. Analysis of the assessment data revealed there were no significant differences between scores of the groups of children. Analyses of the tutor surveys and tutor visit observation forms revealed that serving as tutors in the program provided robust learning experiences for the tutors. Implications for the program include making adjustments in how the tutors are trained to provide reading intervention as well as how the lessons might be altered to ensure children who need additional support catch up to their peers.