The goal of the intervention peer-tutoring program described in this paper was to help pre-algebra students (tutees) deepen their knowledge of mathematical concepts by providing them an opportunity to collaborate with their peers--accelerated algebra students (tutors). Over the duration of the program, the tutees and tutors gained a mutual respect for one another as they realized that they could both learn from each other's distinctive learning experiences. In this paper, the authors outline key features of an HPT program that was implemented with a group of middle school students, and describe how this program impacted both the tutors' and the tutees' learning experiences. In so doing, they outline how this model could be used to enact some of the essential attributes of a middle level education program as outlined in the position paper of the Association for Middle Level Education (formerly National Middle School Association), "This We Believe: Keys to Educating Young Adolescents" (NMSA, 2010).