The need to decrease the number of students repeatedly receiving after-school detentions was addressed by the implementation of the Peer Assisted Learning (PAL) program. The PAL program is based on the premise that students act out because they desire power. The program gave students power over tutoring situations by having input into planning for themselves and others. The PAL program began with 24 students in grades four through six, although one student withdrew leaving a total of 23 students. Tutoring sessions took place two times per week for a period of 20 minutes. The student tutors met with the researcher and the classroom teacher on alternate Fridays for 20 to 30 minutes. The PAL program was evaluated by a review of the discipline records which indicated a decrease in the number of after-school detentions received by the target group who were classified as behavior problems. Self-esteem in regard to the students' behavior was increased as measured by the Piers-Harris Children's Self-Concept Scale-Revised (1984). Pro-social behavior was also monitored via teacher checklists. Critical thinking skills were utilized in developing lesson plans for each week. Various forms are appended. (ABL)