This study attempted to determine whether tutoring could produce positive changes in certain language skills that would be reflected in English marks and standardized test results. Ninth grade boys and girls (120) were selected and arranged into paired experimental and control students. Both experimental and control pairs used prepared materials and consisted of one high-achieving tutor and one low-achieving tutee. The experimental pairs worked together as a pupil-team, but the control pairs communicated only in writing. Evaluation, based on gains as indicated by final English marks and by "Stanford Achievement Test" sub-test scores, indicated that the experimental high-achieving students (tutors) made significant gains in English marks, paragraph meaning, and spelling, but the low achievers being tutored made no significant gains in any of the measures employed. The results suggested that teaching others stimulated the tutors to improve their language skills. Further research should take into account follow-up studies, coordination of regular instruction and tutoring, evaluation of tutoring materials, tutor training, and the use of low achievers to tutor lower achievers. (Author/LH)