We explore how the dynamics of the tutor-tutee relationship influence students' self-reliance and, ultimately, course performance. We examine 333 tutor and tutee pairs at a student success center at a public, comprehensive, university attended by approximately 5,000 undergraduates enrolled in more than 60 courses during spring 2015. The results indicate that, as the frequency and quality of the interactions between tutor and tutees increase, the tutors are more likely to foster independent study habits in the tutee. The incorporation of independent study habits was then associated with better course outcomes.