An experiential component in preservice training for teachers of learning disabled students at Kent State University (Ohio) involves a tutoring experience on campus. Originally a volunteer experience, the tutoring component presented problems of scheduling, supervision, and location. On-campus required tutoring was then implemented with parents' approval and satisfaction. Tutoring involves planning, development, and implementing lesson plans, and then evaluating and recording progress. Implementing the plans require such teaching skills as establishing and maintaining rapport, offering appropriate reinforcement, and being flexible and willing to modify procedures that do not work. Tutoring has been effective, as shown by favorable reactions of the student tutors, achievement of learning disabled tutees, and positive responses of parents. (CL)