A study explored the impact on students on participation in Literacy Volunteers of New York City (LVNYC). Change in three major areas was examined: literacy skills; self-concept, attitudes, and beliefs related to literacy development; and involvement in literacy practices outside the program. The study was primarily qualitative but included a quantitative analysis of standardized test scores and writing samples. Data collection methods were focus group interviews, individual interviews, and observation. When questioned about their previous educational experience, students spoke of failure and the stress of entering the LVNYC program. Learning in groups was important, tutor turnover affected student progress, and students wanted more oral reading. Students felt that participation in LVNYC had an impact on literacy practices inside the program, because they felt they were learning, and that it affected their lives outside the program, because they used their literacy skills in private and public situations. The Student Leadership Program, which compliments the instructional program, consists of a student committee, student representation on the LVNYC board, and a student leadership team. Sincere efforts are made by this program to help students develop a more proactive stance in relation to their own schooling; nevertheless, students appear to remain dependent on the paid staff. Student skill development is supported by narratives, interviews, and writing samples analysis and to a lesser degree by standardized reading test score analysis. Recommendations are made regarding provision and organization of services and ongoing assessment, evaluation, and program development. (Instruments, interview guidelines, and 56 references are appended.) (YLB)