The goal of this study is to explore the effects of implementing an after-school tutoring program. During these tutoring sessions students will receive individualized instruction in a small group setting. Letters were sent home with those students who were in dire need of extra assistance but due to the large class size are not getting all that they require. The research was designed to evaluate the effects of this type of instruction on student performance and on student confidence. After determining the participants of the study, times were chosen and transportation was arranged. Transportation was actually a huge factor in determining the students who could attend the sessions because their guardians had to provide it. School funding does not allow for busing. The students were a combination of male and female ranging from seven to eight years of age. These students were pre and post assessed in reading and math. The two subjects to be supported were chosen both by the students and the teachers. However all students received support in both. Their confidence and engagement levels were measured through careful observations and a student survey given both before the tutoring began and after. Data showed that students did improve in both reading and math, while also increasing their confidence to tackle tasks that may be of difficulty to them.