This practicum report describes a staff development program that was designed to implement a peer tutoring program in which nonhandicapped students instructed three trainable mentally handicapped peers in a regular high-school setting. The program was implemented to increase the achievement of handicapped students in basic academic skills that included number recognition, time skills, and money skills; and to increase interaction between nonhandicapped and handicapped peers. Tutors were instructed in tutoring procedures during a 2-day workshop and were counseled throughout the tutoring program. Results of pre/posttests showed an increase in academic achievement for all three students and improved social behaviors when interacting with their tutors. Appendices contain administrative documents, evaluation forms and data, a tutor role description, the Tutor Training Triad, and the Tutor Training Decision Worksheet. (15 references) (JDD)