Throughout the field of corrections in the United States, the prevalent question regarding reentry preparation of offenders is, "What works?" The RAND Corporation in 2014 published a comprehensive review of correctional education programs and reported that offenders involved in education programs were significantly more likely to realize success after release from prison than those who were not involved in these programs. One of the recommendations from Davis et al. (2014) is to determine what types of instruction and curriculum delivery are most effective in a correctional education setting. This mixed-methods, experimentally designed study, in part, examined the potential benefit of using trained peer tutors to supplement the instruction in adult basic education classes and GED classes in a correctional environment. Theoretical applications were grounded in social learning theory and adult learning theories. Statistical significance (p = 0.03) was found in terms of academic performance with the aid of the tutors in the adult basic education classes but not with the GED class. Possible explanations for the difference were explored in interviews, and students reported that the individually designed computer-aided program offered only to GED students provided academic assistance. Expressions of tutor support and help were repeatedly presented as beneficial by both sets of treatment classes during interviews.