In this article, the author talks about tutoring and learning. He first discusses the analytical and technical questions about the why, what, when, and how of tutoring. He begins by saying a little bit about why he is involved, interested, and fascinated by the very complex human activity people call tutoring. He argues that tutoring is an outgrowth of helping. Even though helping is a natural part of human nature, it is a much neglected topic, particularly in research. He argues that in looking at the development of helping in children, there are some fascinating phenomena about childhood about which adults know very little. The article is divided into the following sections: (1) The Why of Tutoring; (2) The How, What, and When of Tutoring; (3) Tutor Challenges; (4) Establishing and Maintaining the Tutorial Relationship; (5) Contingent Support for Learning; (6) Contingent Tutoring; (7) It Takes Two to Tutor; (8) Looking for Help When You're in Trouble; (8) The Learner's Use of Time on Task; (9) A Feeling of Not Knowing, Zone of Proximal Development, and Seeking Help; (10) The Quadratic Tutor; (11) Is Working Fast a Sign of Effective Learning?; and (12) Data: Are Lower Achievers Generally Poorer at Regulating Their Own Learning Environment?. (Contains 2 footnotes.) [This article was originally presented as a keynote address by the author at the 2002 Teacher Leader Institute in Boston, Massachusetts.]