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This study evaluated students? daily implementation of a reciprocal peer tutoring procedure for mathematics and methods for supporting student implementation. Additionally, this study evaluated the reliability of progress monitoring data collected by students. The peer tutoring procedure was designed such that completion of each treatment component produced a unique permanent product. Student integrity was defined as the percentage of treatment components completed. The effect of performance feedback for students with poor implementation was evaluated. Five of the 37 students who implemented the peer tutoring procedure were provided additional follow-up support due to poor implementation. The accuracy of students? implementation of the peer tutoring procedure improved markedly when they were provided performance feedback. With regard to the reliability of progress monitoring data collected by students, a very high level of agreement was obtained between adults who scored probes for digits correct per minute and tutor scoring of those probes. Implications for practice employing peermediated interventions and further research are discussed.