This research was conducted within a one-year compensatory or basic studies program for college freshmen at Tarrant County Junior College, South Campus, Fort Worth, Texas. Students enrolled in the same reading course served as tutors and tutees in the classroom. The peer tutors were second-semester students and the tutees were first-semester students. Weekly in-service training meetings were conducted for the tutors who were paid to attend in addition to being paid for two hours per week of tutoring. All groups made gains in reading as well as self-concept. The greatest gains were made by the Spring tutors who had been tutees and by their tutees who had the advantage of the "experienced" tutors. Over a period of two semesters the tutees-who-became-tutors gained 34 percentiles on the Sequential Test of Educational Progress-Reading and 15 points on the Tennessee Self-Concept Scale. Students made better reading and self-concept gains in the role of teacher than in the role of student. Students receiving instruction from experienced tutors made slightly better gains than students paired with inexperienced tutors. (Author)