Presenting a year-by-year account, this paper describes the origin and 10-year development of the Howard Street Tutoring Program, an after-school volunteer-staffed tutoring program in a poor Chicago, Illinois, neighborhood. The paper presents a selective history of the program, designed to assist second- and third-grade children who needed help in learning to read, from a supervisor's perspective. The paper concludes with a section that: (1) highlights some factors that contributed to the success of the program; (2) mentions some things that program participants would like to change; and (3) places this tutoring effort in the larger picture of preventing and remediating reading problems in the public schools. (RS)