A practicum aimed to increase academic competence in math and/or reading and to improve study skills of 27 at-risk students referred by their classroom teachers to the school resource specialist. A before-school peer and cross-age tutoring program for at-risk students was developed. Proteges were monitored on the usage of the following study skills: bringing the proper materials to class, returning homework on time, attending to tasks, and completing class work. The program coordinator presented mini-lessons that centered on strengthening weak subject and skill areas. Follow-up activities were facilitated by the coordinator, tutors, and assisting teachers. Students completed school assignments in tutoring sessions by using manipulatives and technology. Practicum results were positive. Posttest scores of the Numbers Test for math development and the Protege Reading Test measuring reading improvement were improved from pretest scores. A teacher survey reported improved study skill usage, as well as improved skills in reading/language arts and mathematics. Report card grades were higher at the close of the intervention. Findings suggest that a supplementary cross-age and peer tutorial program is an effective strategy in addressing the varied needs of the at-risk student. (Contains four figures and eight tables of data; and 17 appendixes of forms, surveys, tests, letters, guidelines, and survey results.) (SR)