This study used a multiple-baseline-across-subjects design to assess the effectiveness of a peer tutoring intervention for fluency in basic math facts. Specifically, this study assessed the rate of recall of multiplication facts throughout the intervention period and determined whether the progress was matched by improvement in actual classwork. In addition, maintenance of gains in fluency and classwork were assessed. The students targeted were fourth- and fifth-graders (n=8) selected from a combined classroom in an Appalachian elementary school. Children with mild disabilities were included in this classroom. Teacher recommendations along with a multiplication facts probe were used to select tutors and tutees. Baseline data were collected from tutees before intervention occurred. Tutors were trained by the experimenter (3 sessions), then were assigned a tutee. Peer tutoring sessions occurred 2 to 3 times a week for about 15-20 minutes at a time. Data from multiplication fact probes and worksheets indicated: (1) Improvement in fluency occurred for 6 of the 8 students; (2) All students showed some degree of improvement on worksheets during intervention; and (3) The treatment promoted retention over several weeks' time. Results offer some promising preliminary information about the long-term effectiveness of peer tutoring. (Contains 12 references.) (CSO)