This study investigated the effects of Total Class Peer Tutoring (TCPT) and an interdependent group oriented contingency (GOC) on the social studies performances and off-task behaviors of eight general education fourth-grade students in an urban elementary school. An A-B-BC-B-BC design was implemented to evaluate the differential effects of TCPT alone and TCPT in combination with the GOC procedures (TCPT+GC). The results of this study showed that seven of eight target students improved their social studies performances and reduced off-task behaviors during either TCPT or TCPT+GOC conditions compared to the baseline phase in which the traditional teacher-lectured instruction was provided. No clear differential effects between the two treatments were found. Only one student demonstrated clear on-and-off academic and behavioral performances across experimental treatments in that his social studies performance was higher and off-task behaviors were lower during the TCPT+GOC conditions compared to TCPT alone. In addition, a majority of students exhibited progressive improvements on social studies performances. The results from the consumer satisfaction questionnaires (teacher and parents) and interviews (students) revealed that the targeted academic and classroom behaviors were important, the TCPT as well as GOC procedures were appropriate, and the treatment outcomes were evident. Limitations of the study and recommendations for future research are discussed.