This single-case study tested a peer tutoring model using a visualizing strategy (story mapping) to teach struggling students better text comprehension. Three teams each consisting of a tutor and a tutee attending a fourth-grade general education classroom participated in the experiment. A short series of observations was carried out before and after the treatment. The intervention consisted of merely five lessons spread across one school week. However, it still induced large effects on the tutees' ability to correctly answer different sets of comprehension questions about short stories. Besides, the procedures were easy to implement and applicable to everyday life at school without any difficulty. The article includes a discussion of the limitations of the study and suggests directions for future research.