This qualitative study describes the experience of a cross-age tutoring intervention for three PreKindergarten/Kindergarten-aged students with autism and their fourth grade general education tutors. Data were collected in an inclusive environment; the school library. Three fourth grade general education cross-age tutors were trained to use a simple, naturalistic least-to-most prompting strategy to support the young students with behavior goals in the library. A single case multiple baseline across participants design offers descriptive statistics about the young students' performance outcomes from the tutoring intervention and a constant comparison analysis of qualitative data gathered from observations of all students, students' written work and a research journal contribute to a more comprehensive understanding of this tutoring experience from the perspective of the children involved. Quantitative data indicated a sharp increase in the occurrence of the desired behaviors in the young children with the tutors present and a maintenance probe indicated the lasting effects of this intervention. Qualitative data suggested the cross-age tutoring experience created positive and powerful personal effects for both tutors and tutees; students were happy, engaged, responsive to one another, committed to one another and strong friendships were established.