Designed for use by teacher educators, this module provides a framework for examining current practice in training preservice teachers to deal with slow learners in the regular classroom. The focus is on establishing peer and cross-age tutoring programs. A rationale for tutoring is given by describing the relation between academic engaged time and achievement. The major differences between tutoring and group instruction and the effects of tutoring on achievement are discussed as well as the cost effectiveness of tutoring. The following components of an effective tutoring program are discussed: (1) structured lesson format; (2) instructional content; (3) mastery learning; (4) measurement of performance; (5) tutor training; (6) frequency and duration of tutoring; and (7) supervision of tutoring. The benefits of tutoring for the tutor are explained. A rating scale is included by which a teacher educator can assess the degree to which the knowledge and practices identified in the module are prevalent in the existing teacher training program. Appendixes include sample structured lesson formats for specific subjects. (JD)