This study examines the impact of educational robotics and cross-age peer tutoring in primary education and focuses explicitly on the outcomes for tutors and tutees. Forty students from a public school in a European country participated, with fifth graders as tutors and fourth graders as tutees. Using the LEGO Education SPIKE Prime Set, both groups showed significant improvement in computational thinking after nine hours of learning with educational robotics activities. A quasi-experiment research procedure was followed to collect quantitative and qualitative data. The results indicate that peer tutoring was effectively used as a learning strategy to promote computational thinking through educational robotics activities. Implications for future research are provided. [For the full proceedings, see ED665357.]