Sixteen Hispanic Spanish/English bilingual children (6 boys and 10 girls) participated in a single-subject design study. Their chronological ages ranged from 8 to 9.5 years. The classroom teacher identified all the children as academic at risk on the basis of a history of poor academic performance in spelling and low scores on the Metropolitan Achievement Tests (G. Prescott, I. Balow, T. Hogan, and R. Farr, 1978). The teachers assigned the students to each instructional condition according to a randomly selected sequence of instructional order. The 3 instructional interventions were (a) competitive team peer tutoring, (b) cooperative team peer tutoring, and (c) standard teacher-led instruction. The results of the study showed that although team competition and team cooperation resulted in higher levels of correct responding relative to the standard teacher-led condition, cooperative team peer tutoring resulted in the highest rate of correct responding. Practical implications of the findings are discussed.