The effectiveness of employing educationally advanced inmates as one-to-one basic education tutors for inmate students was evaluated. In conjunction with this evaluation, an experimental study of the most efficient material presentation and testing techniques using this manpower resource was conducted. Three different modes of presenting programmed material and two modes of testing both immediate and long-term retention were used, and the effectiveness of these modes was assessed in terms of accuracy and response rate. One mode of presentation involved the use of the programmed text in the usual manner, with no specification of response to topography. For the second mode, the course was cut into frames for use with a specially developed "teaching machine," requiring a written response to each frame. In the third mode, frames were pasted to index cards with the answers on the reverse side. Tutors presented questions, acknowledged responses, indicated correct and incorrect answers, and discussed errors following each learning session. In this mode, "Precision Teaching," a verbal response and interpersonal contact were required. Testing consisted of either the traditional fill-in-the blank procedure or a personalized technique in which the tutors presented the test items directly to the students. Precision teaching was shown to generate higher rates of emission of correct responses on criterion tests than the teaching machine, which in turn exceeded the rate generated by the textbook alone. (Author/CK)