A six year old female tutor was trained to facilitate social conversation between two male age mates (selected for their infrequent level of social interactions) during daily play sessions. Tutoring of peer initiations occurred in a small room adjacent to the main classroom. The peers were tutored to request information (RI) and request behavior (RB) from each other. The tutor was trained to use two teaching techniques, modeling and prompting, to get one child to verbally initiate to the other. A within subject multiple baseline design was employed. Intervention occurred across two target behaviors and two children. Criterion for phase change was based on the number of peer initiations and the number of times these initiations were followed by a response from the other peer. Criterion was set at five or more target behaviors complied with for four of five consecutive sessions. Both target children met this criterion for RIs but not for RBs. However, total RBs increased substantially from baseline to intervention. Training of the tutor by teacher before play session was effective in promoting spontaneous tutoring behavior during the play session. During training the tutor had an average of 10 opportunities to practice conversation facilitation skills. The average number of tutor prompts or models per play session was 7.7. The average number of teacher directions helping the tutor teach her peers was 3.2 per session. (Author/DB)