This paper describes a highly successful peer tutoring program that has resulted in an improvement in the passing rates of mathematics placement exams from 16% to 42%, on average. Statistical analyses were conducted using a Chi-Squared (?[superscript 2]) test for independence and the results were statistically significant (p-value much less than 0.05). These encouraging results suggest that this type of initiative should be institutionalized at the end of the grant period that funds it. The paper describes the structure of the program, the conditions of the university in which it is being implemented, the details of the statistical analyses, and its impact in engineering education. This model may easily be replicated in academic institutions with similar conditions.