A programme of cross-age tutoring was introduced into the formal curriculum of a second-level school. The aim was twofold - to increase the incidence of effective remedial help to those students experiencing difficulty in basic academic subjects, and to demonstrate the possibility of teachers devising, developing and implementing curriculum change relevant to the local needs of their individual schools. Secretarial students drawn from post-leaving certificate classes volunteered to tutor first and second year students identified as having academic difficulties mainly in the areas of mathematics and english. The study draws from a wide range of theoretical bases and stresses the importance of ecological validity both in programme development and in statistical analysis. The following programme outcomes were investigated: (1) academic gains of tutees, (2) attitudinal gains of tutees, (3) gains in self-esteem of tutors. Results indicate some academic gain, but highly significant attitudinal gain. There was little effect upon tutor self-esteem. The study examines the results in the context of the educational environment and indicates areas for further possible research.