This paper focuses on children helping children through peer and cross-age tutoring with special emphasis for programs serving the student remedial or special education setting. The historical roots of peer and cross-age tutoring are discussed. Explanations of the nature of the tutorial experience are presented, along with a discussion of the rationale for tutorial programs. Several practical considerations for classroom teachers working with peer-learning projects are considered. Specific suggestions are offered regarding the selection of tutors and tutees, the development of materials, and the use of tutoring for atypical learners. Peer and cross-age tutoring programs involving atypical students appear to benefit both the tutor and the tutee. (PCB)