A brief description is provided of a successful peer tutoring model implemented by Portsmouth High School (New Hampshire) in which student tutors volunteer to work under the direct supervision of the special educator on reading, math, science, and pre-vocational skills. Peer tutor responsibilities on assisting students in reading are presented, with emphasis on tutor training in goals, lessons, and the use of individualized checklists. Organizational studies are advocated as a way peer tutors can aid students in organizing their work and study more effectively. Resource math courses are seen as an opportunity for "reversed mainstreaming" in which peer tutors from regular education programs are integrated into special education programs to facilitate positive peer interaction as well as learning. Positive ramifications of peer tutoring are: additional one-to-one attention to students with special educational needs, shared social experiences, improved self-esteem, decreased disruptive behavior, improved work habits, reduced stigma of special needs, and new and positive peer friendships. (LH)