This paper discusses peer teaching as one method of coping with larger classrooms, as a means for cultural and linguistic improvement in bilingual classes, and as a means for improving the use of a language experience approach to teaching reading. The paper stresses that (1) peer teaching requires careful organization and planning based on detailed knowledge of the educational strengths and needs of the students; (2) peer teaching in the bilingual/bicultural classroom can provide a means of increasing cognitive functioning through reflection of cultural values; (3) peer teaching in the bilingual/bicultural language experience classroom provides a way of organizing for necessary review and reinforcement activities; and (4) classroom activities can build on the cognitive style the student brings to the classroom. (WR)