The authors, experienced with educable and trainable mentally handicapped fifth and sixth graders, describe a procedure for training handicapped students to tutor their nonhandicapped peers (reverse role tutoring) to enhance handicapped students' abilities in the areas of academic achievement, personal/social adjustment, and decision making/moral reasoning. The following tasks are described for implementing a reverse role tutoring project: determine purpose(s) of program; determine type of tutoring (across age, peer, or adult child); choose a content area (sign language, the arts, reading and math); design program (tutor training, instructional materials, scheduling tutoring); train tutors (demonstrate the learning task, prompt the tutee if needed, monitor tutee performance, and provide praise and corrective feedback); supervise tutoring; and measure results. (SB)