A tutoring program developed for first grade inner city children, employing student teachers as tutors, is evaluated in this report. Tutoring had no discernible effect on performance on the Illinois Test of Psycholinguistic Ability. However, tutored children were placed in the highest reading group, and were rated as having completed the first grade reading series more often than control students, by the regular classroom teacher. Tutors saw their children as becoming more responsive over time. Classroom teachers rated the tutored children as more competent in the classroom, more confident, and as viewing the classroom as more benevolent. The student teachers, in contrast to controls in the group from which the student teachers were selected, maintained favorable attitudes toward teaching in the inner city, and they claimed to have benefited in practice teaching from their tutoring experience. However, relatively few actually took teaching positions in inner city schools after completing their training. Tables giving test results are included. (KG)