The body of peer-tutoring intervention research targeting higher order learning (HOL) objectives for middle and high school students with disabilities is reviewed. Peer-tutoring outcomes are synthesized and studies are analyzed to examine the influence of tutoring procedures and study design features on intervention efficacy. Findings show that (a) peer-tutoring interventions targeting HOL objectives have had mixed results; (b) positive, statistically significant peer-tutoring effects may be related to researchers' choice of assessments and comparison condition instruction; and (c) requiring tutors to independently evaluate tutee responses to HOL prompts and to carry out complex error-correction procedures may hinder tutoring intervention efficacy. Implications for research and eight recommendations for using peer tutoring to target HOL objectives are presented.