The paper presents a case study of a successful elementary school peer tutoring program for learning disabled and slow learning students (first to fourth grades) having difficulties with math facts. Ten tutors in third to sixth grades were selected as tutors and trained by the resource teacher to use such strategies as praise, correction, and charting of daily progress data. Agendas for 14 day training sessions are provided. Tutoring involved a flashcard drill followed by a time written worksheet of addition or subtraction facts. As a group, the students mastered an average of 9.1 sets of facts and both tutors and students reported satisfaction with the program. Relationships between tutors and students appeared to extend beyond the session. Inappropriate behavior in tutors decreased and tutors became more involved in school. (CL)