A peer tutoring program was implemented in a nongraded innercity school in an effort to decrease discipline problems--specifically fighting--and to increase the reading comprehension of both tutors and tutees. The target group consisted of 25 intermediate and junior high school students who tutored 25 intermediate and primary school students. The students were selected from the discipline referral files for the previous year and were paired according to age cycles, reading levels, and compatibility. Six reading resource teachers supervised the tutoring sessions, tutored the tutors, and used the results of the pretest data to develop lesson plans and to provide instructional materials. They also cooperated with classroom teachers in scheduling classes and in revising lesson plans according to the needs of the students. Critical activities and procedures used to develop project goals included individual instruction, diagnostic and remedial techniques, team-selected material, staff inservice, and conferences. The findings indicated that the program had positive results; the number of discipline referrals for fighting decreased in the school and reading comprehension increased. (Project-developed forms used to evaluate the program are appended.) (Author/FL)