A one-year study of peer tutoring in social studies was conducted among seventh grade students in Buchanan, Georgia. Although peer tutoring took place in the experimental group, the same text, supplementary materials, classroom activities, and teaching methodologies were used in both the experimental and control groups. Both groups were given pretests, posttests, and the Slosson Reading Test. In the tutor/tutee experimental group, role changes were made during each of four grading periods. Although analysis of test scores showed no significant difference in content knowledge gained between the two groups, the study supports peer tutoring as an alternative instructional method. Recommendations for implementing a program are: (1) use it to supplement teacher-directed instruction; (2) select tutors who are behavior models; (3) select tutees willing to be helped; (4) match tutor and tutee by work performance; (5) train tutors; (6) identify implementation process; and (7) evaluate through testing, observation, and questionnaire. (BY)