The Learning Partners Program (LPP) of the Westview Schools in North York (Ontario) was evaluated. The language arts program paired primary school students from grades 1 to 3 with junior school students three years older. The junior school students received preparation from their homeroom teachers. The evaluation examined the degree of program implementation and accomplishment of goals; identified attitudes of teachers, principals, and students about LPP; and examined the effect of the program on the rest of the curriculum. Questionnaires were administered to all teachers and principals in 12 participating schools. A sample of 272 students were administered questionnaires, and 7 sixth-grade students were interviewed. Results indicated that primary teachers used LPP once or twice per week, and most junior teachers used it four to five times per week. Most teachers made modifications in LPP. Procedures for matching the students were reported to be satisfactory for the teachers, as were their relationships with the teaching partner. Most teachers reported either no effect or a moderate effect on the total language arts program. Observation was valuable and cross-age interaction was the best liked component of LPP. Students generally liked their learning partners. A summary of questionnaire responses is included. (GDC)