This paper reports data on self-esteem collected during a large-scale randomized trial of paired reading and Duolog Maths with primary school children (The Fife Peer-Learning Project). Self-report measures were analysed to assess the effect of a range of organisational variables on measured self-esteem. The presentation reports findings from a sample of reading-only schools in the first year of the project. Statistically significant gains in self-esteem were found across a range of conditions. Patterns of scores pointed to differences between same-age and cross-age conditions, and highlighted the influence of role played (tutor v tutee). In addition to the findings summarized here, it is hoped that preliminary findings from year two of the project – with an increased sample size – will also be shared.