In order to gather opinions and data about the impact of Los Angeles City College's tutorial program, a two-part study was conducted in Spring 1979. Initially, the academic records of 477 students who had received tutoring in Spring 1979 were examined and compared with overall campus performance averages in the following areas: class(es) for which tutored, week when tutoring began, number of weeks tutoring continued, sex, age, final grade in course for which tutored, Spring 1979 grade point average (GPA), cumulative GPA, and units attempted in Fall 1979. Additionally, faculty members, tutor supervisors, and tutors were asked about their perceptions of the tutorial program. The faculty survey focused on general impressions of the tutorial program campus-wide and by department; number of students receiving tutoring and number that had been advised to seek tutoring; effects on class and academic performance; tutor training; and program administration. The tutor supervisors were asked to rate items related to program effectiveness in relation to student persistence and achievement; assistance of the tutoring office; tutor training, competence, and availability; student awareness of tutoring services; scheduling; and program strengths and weaknesses. Tutors were asked about their motivation for becoming a tutor, frequency of tutoring sessions, student referral, their impressions, and tutee reasons for seeking help. (JP)