This study tested the hypothesis that peer tutoring would have a significant, favorable effect on the school achievement, motivation, attitude, and self-concept of unmotivated children, both tutors and tutees. A pilot study and a main study were undertaken, using experimental and control groups. The experimental groups had an orientation session before the start of the project, and tutors had a training session. The program was carried out for 8 months in the pilot study and 3 months in the main study. Informal evidence clearly indicated that the program was enthusiastically accepted by teachers, parents, and students. Analyzing the data on five dependent variables, it was found that tutors and tutees in the experimental group evidenced significant growth on measures of academic achievement, motivation as assessed by the teachers and the students, and, for the tutors, in attitude toward school. The only objectives which were not met were a favorable change in the self-concept of both tutors and tutees and a positive attitude change in tutees, probably due to the short duration of the project. It is suggested that teachers should be provided with training and support for a change to a self-directed instructional program, and a teacher manual is being developed. The instruments used are included in the document. (MBM)