The effects of an intergrade tutoring experience on the self-concepts of 93 fifth-grade students who tutored 31 first-grade students in the attainment of sight words are described. The study tested and analyzed the hypothesis that there will be no significant difference in the posttest semantic differential mean scores among groups on the concept "Self." Two experimental groups and one control group were used. A modified Pretest-Posttest Control Group Design was employed. The actual tutorial sessions were held 30 minutes per day, three days per week over a two-month period. The semantic differential was used to assess the self-concepts of the fifth-grade subjects, and a distinct, one-way analysis of variance was applied to test the null hypothesis. The results indicated that the fifth-grade student tutors developed significantly different and more positive self-concepts. Factors that contributed to this result were that the student tutors were thoroughly trained in tutoring behaviors and procedures, given a well-defined set of tasks to accomplish, given demonstrations on how to employ the program materials, provided with opportunities to role play the part of the first grader and the fifth grader, informed as to the purposes and expected outcomes of the program, and directly involved in the evaluation process. (DB)