The premise that students are an untapped educational resource and that they provide teachers with a source of individualized instruction provided the impetus for this study. Researchers had two objectives: one, to determine the possibility of developing a typology of peer helping behavior within the classroom; and, two, if possible, to use this information to determine whether the extent of helping behavior related to school attitude, self-concept, peer social acceptance, and reading growth. Helping relationships are defined as either social or academic, teacher or student initiated. Third, fourth, and fifth grade students contained within the same classroom were subjects. Results showed that development of a typology is possible and that a relationship exists between peer helping behavior and school attitudes. This monograph explains the research methodology, describes classroom experiences, and summarizes results. Statistical tables, monitoring and evaluation forms, and instruments used in data collection are included. A bibliography furnishes references to material pertaining to social and psychological factors within the classroom. (KC)