This article examines the persistent problem of student literacy, the range of tutoring solutions, and implications for peer teaching in cooperative learning teams. Possible school reforms that reflect practices in other countries with high student test scores and peer norms in support of tutoring are described. An online poll was completed by 190 adolescents to share perceptions about tutoring at their middle school. Given the powerful impact of peers on adolescent socialization, it was not surprising that findings showed students who needed tutoring most denied their academic problem, tried to avoid embarrassment from peers, and did not request assistance. Poll responses revealed absence of a peer norm to motivate engagement in tutoring without sacrifice to personal status. If a lesson or curriculum subject was difficult, the students asked friends for help more often than they asked teachers. Analysis of gender differences showed that if students told friends they planned to request tutoring, females were more likely to give encouragement than males. Female students also showed greater willingness than males to volunteer as tutors for assisting learning disabled classmates, English as second language learners, and peers in their cooperative learning groups. Results of student voice as expressed in the online Tutoring Poll contributed to the school continuous improvement plan. Tutoring recommendations for school districts to consider are explained.