The institution of peer tutoring among black school children is the subject of this paper. The author acknowledges that while peer tutoring is not a new concept, the idea is resurging, especially among educators, because of: (1) the failure of the educational system to adequately prepare a large portion of urban youth educationally; (2) a preference for differentiated staffing which calls for the role of the teacher to range from dispenser to coordinator of knowledge; (3) more emphasis on individualized instruction; (4) concern over the high degree of competitiveness among students; and (5) the inadequacy of traditionally designed curricula and methodology to meet the needs of non-traditional students. A review of relevant literature on peer and cross-age tutorial programs within American society in general and among black females in particular, as well as an evaluation of a peer tutoring program in a black, inner city elementary school in Chicago, is included in this paper. It is suggested that peer tutoring helps to strengthen traditional black values and culture, as reflected in the positive attitudes among program participants. (AOS)