In this study, the researchers explore required public speaking tutoring in communication centers and the effect it has on students' grades, speaking apprehension, and expected speech outcomes. Test and control group participants completed the Situational Communication Apprehension Measure after the completion of their persuasive speeches in a traditional public speaking course. Recorded speeches were also analyzed by the researchers. No significant difference was identified between the test and control group related to either communication apprehension or speech delivery. Students in the test group (those students attending required tutoring) did, however, have statistically higher scores related to organizational outcomes and final speech grades. Future directions of research and limitations are discussed.