An audio-tutorial learning system for college students studying intermediate algebra was developed by a member of the mathematics staff and was directed by student assistants. An analysis of covariance design was used to determine if students receiving help from student assistants did significantly better than those not receiving help. Results showed that when initial abilities in mathematics (as determined by Blyth Algebra pretest and College Entrance Examination Board scores) were held constant, the group receiving no help had a significantly higher Blyth Algebra posttest mean score. Both groups achieved significantly above the national average. (Author/DT)