The hypothesis of the research described here was that nine-year-old second language learners would improve their linguistic skills through the method of peer tutoring. Four tutors were selected from a group of fourth grade volunteers. The four tutees were second language learners having difficulties with acquiring sufficient English language skills to succeed in the grade. The skills for the lessons were culled from known texts in second language learning and developed into two sets of lessons, one for the tutee and one for the tutor. Ten lessons were taught over a period of two months. However, it could not be determined whether the improvement was due largely to the effects of peer tutoring. Peer tutoring enabled the second language learners to learn in a non-threatening atmosphere, to obtain individualized instruction and to receive immediate feedback to their learning needs. For the teachers of second language learners, the results imply that there is a need to reexamine their roles, methods and techniques in aiming for individualization of instruction. The evidence suggests that the method of peer tutoring for second language learners warrants a more systematic and detailed study. (Author/CLK)