This article presents a tutor-centered tutoring model that aims to develop and establish the pedagogical-disciplinary knowledge and skills of prospective teachers. The tutoring model and the research that accompanied its implementation are presented. The tutor-tutee pairs worked for two five-session cycles for two semesters, enabling prospective teachers to experience teaching situations by guiding the tutee through problem-solving processes. The sessions were based on difficulties that arose during the tutees' learning process. The research findings focus on the evaluation of the model by its participants--tutors, tutees and program coordinator--and indicate that the main tutoring targets were achieved. This tutoring model was implemented with prospective computer science teachers; we suggest, however, that it is applicable in teacher preparation programs in other disciplines in which problem solving is inherent. (Contains 1 figure, 4 tables and 1 note.)