Tutoring has long been recognized as superior to group instruction, especially for students with special needs. Tutors can adapt instruction to the learner's pace, learning style and level of understanding. Feedback and correction are immediate. Basic misunderstandings can be quickly identified and corrected. Tutoring also has emotional benefits: students can work at their own pace without being compared with faster learners, and the extra attention and emotional support may help meet important psychological needs for children from troubled homes. As for the tutors themselves, studies show impressive gains for children who are low achieving, limited English speaking, learning disabled or behaviorally disordered. In this article, the author presents three programs that illustrate some of the different configurations possible with peer and cross-age tutoring: (1) the Williamette High School Peer Tutoring Program; (2) the Coca-Cola[R] Valued Youth Program; and (3) the Companion Reading Program. She also describes her students' engagement in a cross-age tutoring activity.