Many learning and instructional approaches that manipulate the environment in which learners work and cooperate with each other have illustrated growth in cognitive, intellectual, social, and affective areas. To date, however, uncertainty still exists as to the mechanism by which various types of peer tutoring facilitate learning. This study seeks to understand the effects of scripts and leading question stems on learning during an intervention in the classroom. It also focuses on the application of peer-tutoring techniques within an education system in Malaysia, which has relied on teacher-driven instruction for a large part of its history. The school environment in Malaysia is in the process of reform. As such, investigations of student-centered and interactive pedagogies applicable to the Malaysian system and students are particularly important for policy decisions. (Contains 2 notes.)