This study was conducted to examine tutoring as a pedagogical tool to enhance learning in the tutor. Three groups of high school students were subjects of the study. The first group, instructed in a story grammar and its use as a recall apparatus, taught the strategy to younger students; the second, an equivalent group, was given strategy instruction but did not teach it; and the third, a control group, neither received strategy instruction nor taught others. After practicing teaching each other during two lessons, the members of the tutoring group spent 6 weeks teaching the strategy twice a week to fourth and fifth graders. During the same period and on the same schedule, the strategy group reviewed the story grammar and practiced its use as a recall apparatus using materials in their normal curriculum. The control group continued in the normal curriculum (a mixture of lessons, mostly vocabulary and grammar). Before and after the 9-week instruction and practice period, all three groups were tested on their knowledge of story grammer and its mnemonic utility. Results indicate significant differences in strategy learning between the tutoring group and the strategy and control groups. The tutoring group appeared to have learned the strategy better than both strategy and comparison groups. (LL)