The focus of this paper is on responses from fifth grade peer tutors who were trained to use child-centered play therapy language during tutoring sessions with kindergarteners. The focus of this project was to identify academic and social/emotional benefits of participating in the program. Results indicated that participation in the program provided a rich, experiential learning opportunity for the fifth graders to develop a relationship with a younger child, to reflect on the challenges of working with a younger child, and to discover and implement child-centered methods of setting appropriate limits with their kindergarten tutees. (Contains 2 tables.)