A mixed methodological approach was used to examine the effect of a cross-age tutoring writing program among second- and fourth-grade students in a rural elementary school in Delaware. Pre-test and post-test writing prompts were administered and evaluated using the 6+1 traits writing assessment rubric. Students were assessed qualitatively through written journal responses and group discussions, and interviews were conducted at the completion of the cross-age tutoring writing program. After detailed descriptive statistics were ascertained, an analysis of covariance test was performed. The analysis revealed that there was a statistically significant academic difference between fourth-grade students who participated in the cross-age tutoring writing program and the fourth-grade students who did not participate in the program. There was no statistically significant academic difference between the second-grade treatment and non-treatment groups. (Contains 8 tables.)