A kindergarten teacher implemented a cross-age tutoring program pairing second-grade students with her kindergarteners for the purpose of improving the younger children's pre-reading and mathematics abilities, and increasing the older children's self-esteem and motivation for learning. Chapter I describes the focus of the study. The literature review in chapter II discusses benefits of cross-age tutoring to the tutor, the tutee, and the school. Also discussed are the importance of pairing students, and the relationship between training, ideas, and a successful program. Chapter III describes the implementation of cross-age tutoring activities. It was found that the paired children initially needed the support of structured activities planned by the teacher. But after four months of experience in cross-age activities, the second-graders were ready to take the initiative in planning. (Twenty-three references are listed.) (RH)