Contemporary teachers need instructional practices that are (a) powerful enough to meet the needs of a rapidly diversifying student population, (b) feasible to implement on a classwide basis, and (c) socially acceptable to them and their pupils. Classwide peer tutoring (CWPT) is one such instructional practice. In addition to describing CWPT, its research base, and supporting theoretical perspectives, this article describes a project in which a classroom teacher in a remedial education program worked collaboratively with an educational researcher to examine the impact of CWPT on her pupils’ math computational fluency as monitored on district-adopted, curriculum-based assessments. Results indicated that all pupils, including those with disabilities, made substantial learning gains and improved their academic-related behavior in class. The teacher reported that CWPT was relatively easy to implement and that her students loved playing the tutoring game in math.
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