This field experiment on same-age peer tutoring was concerned with the differential effects on satisfaction and performance of assigned role and relative competence with junior high students. Satisfaction and performance were predicted to vary directly with prestige and with equity (status congruence) of role assignment. Same-sex, same-class, sixth- or eighth-graders (N=120) were paired such that the tutor's prior math achievement was superior, equal, or inferior to the respective tutee's. Tutors received daily training, then tutored, for two weeks. Partners exchanged roles for two subsequent weeks of tutoring. Multivariate contrast analyses on changes in end-of-week measures of achievement and satisfaction unequivocally supported the predictions. This experiment also shows that a tutoring relationship in such an impersonal topic as mathematics can have parallel effects on both performance and morale that are due in large part from considerations of status and justice. (Author)