Peer oral protocols and group oral protocols were assessed for their use in improving certain analytic skills of undergraduate college students at a liberal arts college in Alabama. In association with the study, the theoretical and experimental literature on the use of peer and group educational interventions is outlined briefly. Subjects were divided into two classes according to their personal academic schedules. One class contained four students, and the other class contained nine students. Both groups were pretested using the Whimbey Analytic Skills Inventory (WASI). Both groups used text material, problems, and exercises selected from those developed by A. Whimbey and J. Lockhead (1984), and both groups were exposed to an open-ended problem. Demands on tacit knowledge and specific manipulative skills were held to a minimum. The nine-student class received the peer intervention, while the four-student class received the group intervention. Both classes were post-tested using a different form of the WASI. Results indicate that the class that received the group intervention showed no observable improvement, while the class that received the peer intervention showed significant improvement. A 27-item list of references and three data tables are included. (TJH)