Tutoring has been widely accepted as a remedy for academic deficiencies, yet actual short and long range results of tutorial programs are seldom examined. In this study 201 students from four associate degree nursing programs received tutorial assistance in freshman courses. Results indicated that students and tutors perceived tutoring as helpful in learning course material; a higher proportion of tutored students received satisfactory grades than did a control group; attrition rates of tutored and control groups were not significantly different; and State Board Examination scores of tutored and control groups were not significantly different. (Author)