This paper examines the changing role of tutors at Harvard University in the 17th and 18th centuries, and how this changing role led to the professionalization of college instruction and a separation of the teaching profession from that of the ministry. Over the course of this period tutors taught the entire basic curriculum (with the handful of professors responsible for discipline-specific advanced courses), began to take more responsibility for the governance of the institution, received higher pay, and remained in their positions for longer intervals of time, many for 15 years or more. By the 18th century the position of tutor was no longer considered a short-term appointment for those awaiting calls to the pulpit, but a permanent, career-oriented position in itself, or as preparation for a professorship or school headship. The careers of a number of 17th and 18th century tutors are reviewed or cited as examples of these changes. The paper concludes that given the changes in the professoriate during the last 25 years, the increased professionalization of the tutors during the colonial period can provide important insights for colleges today. Just as the interests of teaching and research-oriented faculty can clash today, the professional standards and models of the tutors and professors clashed in the 18th century. (Contains 27 references.) (MDM)