This research study was designed to investigate whether tutors and tutees derive any benefits from tutoring. Two classes of fifth graders and two classes of third graders were the subjects in this experiment. One class each of fifth graders and third graders was randomly divided into tutor and study-alone categories. The other classes served as control groups. The fourteen students in the tutor and study-alone groups were paired according to teacher judgment of their ranking. The study was conducted over a twelve-week period on a three-day-per-week basis, with thirty minutes per day set aside for the tutor-tutee and study-alone sessions. Pretests and posttests were given for reading attitude and reading achievement. Results for achievement in the fifth and third grades showed no apparent differences for the tutor group when compared to the study-alone and control groups. However, the achievement mean score for low-achieving third-grade tutees decreased, while the achievement mean score for high-achieving tutees increased. Attitude increased for low-achieving fifth-grade tutors and decreased for high-achieving fifth-grade tutors and third-grade tutees. (MKM)