In the 1998-99 program year, 10 tutors recruited by The Literacy Council of Lancaster-Lebanon, LVA (Literacy Volunteers of America), were encouraged to use the AIM (Assessment, Instruction, Mastery) program to plan lessons and give instruction to students at the lowest literacy level. Only two tutors completed worksheets. Interventions were planned for the other eight tutors. Four AIM tutors were matched with two mentors (two tutors per mentor) to analyze the tutoring and compliance to the structure through use of a mentor. These tutors were compared to four AIM tutors who had no mentor. Two additional modules were created for AIM tutors to provide more assistance in interpreting AIM worksheets. Mentors used mentor journals that were reviewed with the researchers twice during the year to highlight issues and challenges of being a mentor. Results indicated all four mentored tutors used AIM with their low-level students, as opposed to only one tutor in the un-mentored control group); the tutors used the tools to instruct and measure mastery of skills; they complied with the reporting requirements and used the skill sheets to track progress; and all students made progress as reflected on the AIM worksheets. Use of a mentor increased the correct use of the AIM program. (YLB)