This project was designed to develop a combinational strategy using microcomputers and cross-aged instruction designed to: (1) increase the achievement of low-achieving sixth-grade students; (2) increase enrollment in high school mathematics and science courses; (3) evaluate microcomputers as a unique instructional tool; and (4) develop effective applications of microcomputers. Thirty-four high school students served as tutors for 34 sixth-grade students. During an 18-week pre-tutoring period, the high school students were trained to be tutors using microcomputers. During the 18-week tutoring period, the high school students tutored the sixth-grade students. Pre- and post-treatment data were collected on the mathematics achievement and attitudes of both groups, as well as data on attendance and enrollment. The methodology used is described, and the results, conclusions and recommendations are presented. The combinational strategy had no noticeable effect on the achievement of the sixth-grade students. Their attitudes toward mathematics, computers, and science and technology were positive, but not influenced by the tutoring; the high school students' attitudes toward computers became significantly more positive. Appendices include the instruments used in the project. (MNS)