The Department of Developmental Education (DDE) at Peirce Junior College (PJC) in Philadelphia, Pennsylvania, serves a student population that is 56% minority, 85% first-generation college students, and 80% academically underprepared. In an effort to improve academic and counseling services to PJC's educationally disadvantaged students, a tutorial center was established as an integral part of the DDE, combining academic advising, tutoring, and non-academic counseling. To ensure use of the center, all students placed into developmental courses were required to receive 10 or more tutorials at the center. The new tutoring center extended services to groups previously unable to receive tutoring at PJC, including foreign students and students enrolled in evening and Saturday classes. The DDE also made improvements in the instruments and systems used for testing and placement of students in remedial writing and mathematics courses, and helped develop standardized syllabi for developmental courses. Using pre- and post-tests, as well as grades, a group of students were tracked to determine the impact of using the new tutorial center. Developmental students who received grades of "A" had visited the tutorial center an average of 4.27 times, compared to students receiving grades of "C," who averaged only 1.37 tutorials. In the 1992-93 academic year, over 49% of the student body at PJC utilized tutoring services, compared with only 9% for the previous year. To ensure joint ownership of the program, developmental instructors attended monthly meetings and participated in discussions regarding the selection of texts and grading systems to be used. (PAA)