The literature on peer tutoring indicates that gains for tutors often outdistance those of the students receiving help. Learning through teaching is a significant mechanism that provides an opportunity to reformulate and extend the use of peer tutoring. This digest discusses a new tutor-centered, peer tutoring model being designed at the Peer Research Laboratory at the City University of New York, provides examples of programs applying the new tutoring model, and outlines the requirements to make the model work. The new model is different from usual tutoring approaches where more proficient students tutor the less proficient. In this model, the tutoring process is viewed as developmental: all tutors will have had the experience of being tutees as part of an apprenticeship for becoming tutors. Because the model calls all students to participate in giving and receiving tutoring, it removes the negativity usually associated with receiving help. Five programs in which the Peer Research Laboratory has been applying the model are briefly described. A side-by-side comparison of the old and new tutoring models is included. (Contains 12 references.) (LL)