Peer tutoring has become an important component of the pursuit of quality in teaching and learning in higher education. Research has shown that reciprocal peer tutoring between students in the same year of a course can result in increased student achievement and satisfaction and reduced student stress. The project reported here involved undergraduate students in closely monitored reciprocal peer tutoring in groups of three (triads) in relation to practical problems in the law of contract. The students generally responded favourably, reported greater attention, more thorough reading, more thinking and more active participation, resulting in deeper understanding, better application of principles and improved communication skills. However, they found more time and effort were involved than with ‘superficial’ learning. Confidence in the quality of a partner's work was also an issue. The implications for the organisation of teaching and learning in higher education and directions for future experimentation and research are discussed.