In order to improve the policies governing the El Camino College (California) Peer Tutoring Program, a survey instrument reflective of potential policy issues and concerns was constructed and then administered to the entire population of tutors (n=75) in order to learn their opinions concerning seventeen policies and conditions. The study design assumed that 51% or more of the tutors were in agreement with a given item on the survey, such would indicate that the policy issue reflective of the item was not worthy of review or consideration for change. It was also assumed that should a chi-square comparison of the responses of two sub-groups, tutor interns and peer tutors, prove to be significantly different in any item, priority would be given to the perceptions of the peer tutors, who are more experienced. Treatment of the data revealed that policies involving (1) tutorial meetings, (2) tutorial pay scales, (3) group tutoring, and (4) tutor training were deserving of review and possible revision or abandonment. Recommendations concerning the policy development process governing these four aspects were made as well as implications and recommendations for tutorial policies at the regional and national level. A bibliography, the survey instrument, and tabulated data are appended. (Author/JDS)