Underachievers from junior high grades were assigned to tutor younger children classified as slow learners. Tutors volunteered and were given choices as to what they would teach; however, stress was usually on their own educational needs. No research was presented but a general evaluation of the program indicated success. Students learned from teaching, became more aware of their own educational problems and possible solutions, developed social skills, and generally increased in self confidence and self esteem through the program. Appendixes are included which contain a summary of the program, an evaluation of the tutoring aspect (1967), a list of participants, and examples of publicity used. Student comments are featured throughout. (JM)