This study examines the impact of tutor training on the efficacy of adult peer tutors in colleges and universities. The author argues that many institutions hire tutors based on their GPAs, and do not train them to be tutors. For the college programs that do provide training, little research exists which identifies what topics should be included, what presentation format is best, or what kind of teaching method works best for tutor training. This study presents four research questions: (1) Does tutor training affect a tutor's ability to identify an appropriate course of action for a student? (2) Does tutoring experience affect a tutor's ability to identify an appropriate course of action? (3) What other factors contribute to a tutor's ability to identify an appropriate course of action? and (4) What are the relationships between the tutor's abilities to identify an appropriate course of action and their abilities to construct this course of action? Chapter 1 presents a background and statement of the problem, purpose and importance of the study, research questions, definition of terms, and organization. Chapter 2 synthesizes the literature reviewed. Chapter 3 covers hypotheses and methodologies used. Chapter 4 offers descriptive data of the sample, statistical analysis of the hypothesis, and an exploration of appropriate courses of action. Chapter 5 summarizes, states conclusions, and discusses recommendations. (NB)