This document describes a 26-month proposed project to explore, through a multi-factor experimental design, some cognitive and affective consequences on both tutee and the tutor, of classroom reorganization for same-age peer tutoring. College students will serve as subjects. Volunteers from the same course section will be paired. Within each pair one member will be randomly assigned to each role (Tutor or tutee) to insure that in each third of the pairs, the initial competency of the tutor was superior to, equal to, or inferior to the tutee's, judging from pretested achievement. Each pair will know that they will be together for two sessions but will be uncertain initially as to whether their roles would be switched for the second session. The session tutor will receive instruction on material he is to cover in that session only, then will instruct the tutee on that material. An achievement test will be administered in each session to both parties, following the tutoring. Retrospective and prospective data both on perceived performance and on affective variables will be obtained. Obvious administrative benefits would derive from same-age peer tutoring. Furthermore, the proposed studies may well shed light on how to optimize learning and satisfaction in both the tutee and the tutor. (Author/JM)