The purpose of my study was to examine how volunteer tutors without teaching experience who received minimal training perceived their ability to effectively tutor children with learning disabilities. I found that the tutors initially felt that they could improve their tutee's literacy skills; however, the data suggest that the tutors struggled with unrealistic expectations regarding the tutoring process and ultimately perceived that they lacked the expertise to help their tutees improve their literacy skills. Sadly, these perceptions left the tutors questioning if they were the right person to effectively tutor their tutees and considering if they should quit tutoring children altogether. In order to make the tutoring process beneficial to both tutors and tutees, several suggestions are offered to afterschool tutoring programs who utilize volunteer tutors without teaching experience who may work with children with learning disabilities.