Cross-age and peer-tutoring projects are innovative approaches which both harness untapped school resources and provide opportunities for children to help one another. In order to implement effective tutoring programs, there is a need to delineate precise tutoring behaviors employed, as well as the requisite behaviors of supervisors. A multiple baseline design was used to document the establishment of supervising behaviors (corrective feedback, restating questions, contingent praise) in a class of eighth graders. The eighth graders then successfully used prompts to teach peer-tutoring behaviors to an entire class of first graders. The continued usage of peer-tutoring skills in the absence of prompting by university observers suggests that eighth graders can effectively implement a peer-tutoring program without adult supervision once they have recieved appropriate supervisory training. (Author)