Peer tutoring has been implemented for two academic years (2017-18 and 2018-19) to a course and the internship of a postgraduate program of the Department of Education Sciences in Early Childhood of the Democritus University of Thrace. Until now fourteen students (eight students and six tutors) have been involved to the method. The purpose of this qualitative study is to research the students' difficulties that were faced with the peer tutoring method and the difficulties of the tutors in applying it, as well as the ways in which they were dealt with. Therefore, this research helps to highlight the importance of this method for the academic development of undergraduate and postgraduate students of the particular University Department and helps to collect data that could support the further development of the method itself in the Department. [Paper presented at the ERPA International Congresses on Education (April 10-12, 2020).]