Because Los Medanos College (LMC) has no entrance tests or academic tracks, instructors are faced with mixed reading and writing levels in the classroom. LMC has elected to address this problem through a college reading and writing center and through the extensive use of peer tutors to upgrade language skills in all subject areas. In 1980, LMC began a 2-year project designed to train full-time faculty to supervise, direct, and support peer tutors. The project consisted of semester-length seminars repeated for four different sets of instructors over the 2-year period. The seminars, taught by language arts faculty, covered topics such as how to select a tutor, how to screen classes for literacy problems, and how to reinforce good reading and writing habits through appropriate classroom methods. Participating instructors selected their own tutors, who enrolled in tutor-training classes offered by the language arts faculty. Seventy percent of the full-time faculty participated in the seminars, and the number of students being tutored in content areas increased from 308 in 1980-8l to 420 in 1981-82. Students who received tutoring had higher grades and retention rates than students who were selected for tutoring but did not receive it. The project report includes an overview, discusses the purpose and background of the project, and lists outcomes and impacts on faculty, students, and tutors. Extensive appendices include a sample of seminar topics, dissemination materials, and evaluation, budget, and descriptive reports. (KL)