Low-achieving fifth-grade children either taught a third grader or studied alone for a series of daily sessions. At the end of the two-week period, the low-achievers' performance was significantly better in the tutoring condition than in the studying condition. This showed a reversal in the direction from the initial difference between conditions. There was no differential effect on tutees of being taught versus studying alone. Results suggest that serving as a tutor may be a particularly useful method for enhancing the academic performance of low-achieving children. (Author/WS)