The need for and frequency of providing literacy intervention to kindergarten through Grade 6 students in the form of tutoring online has grown. Concurrently, there is little guidance for literacy tutors navigating this novel format, helping to ensure their instruction is effective and equitable. Research studies indicate the efficacy of literacy intervention and online instruction; however, a gap exists in exploring synchronous, one-on-one online tutoring as a literacy intervention for elementary students in the United States. The purpose of this basic qualitative study was to explore the perspectives of kindergarten through Grade 6 online literacy tutors within the United States on the benefits and challenges of implementing synchronous, one-on-one online literacy intervention and what they feel has been successful as they engage in this instructional format. The target population was 20 tutors currently engaging in online tutoring recruited through social media. Three research questions guided this study. Tutors shared perceptions on the benefits and challenges of online tutoring and elements contributing to success. Data were collected via an online, confidential Qualtrics questionnaire and analyzed using manual qualitative coding. Features of educational equity theory, along with dimensions of cognitive load theory supported data collection and analysis. Findings revealed five themes related to benefits, challenges, and contributors to success. Recommendations include incorporating this instructional format in schools to expand access to literacy intervention. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]