The increasing use of upper-grade students as tutors for younger children has been viewed as a means of reducing the achievement gap that exists among culturally-disadvantaged children. However, research has indicated that the potential of such a tutorial arrangement is linked closely to the tutoring techniques used, and unless student tutors are trained in specific tutoring techniques that facilitate learning, they do not generally employ effective tutoring techniques. This study was designed to empirically identify procedures and techniques appropriate for training upper-grade elementary student tutors. The specific objectives of the study were: (1) the discovery of relevant tutoring techniques when upper-grade elementary students tutor first-grade children who are having difficulty with sentence equations; (2) the empirical validation of the specified tutoring techniques identified; (3) the development and validation of an instrument for assessing a tutor's mastery of the specified tutoring techniques; and (4) the specification and validation of tutor-training procedures. (Author/AG)