<![CDATA[This article discusses an instructional innovation through the implementation of a peer tutoring model in lower elementary school classrooms. The main objective of this study is to explore how peer tutoring can enhance students' engagement, understanding, and social interaction during the learning process. The research employs a descriptive qualitative approach using observation, teacher interviews, and documentation of learning activities in a second-grade classroom. The findings reveal that students become more enthusiastic, confident in asking questions, and capable of explaining concepts to their peers using simpler and more relatable language. The classroom atmosphere becomes more dynamic, enjoyable, and participatory. Peer tutoring also fosters self-confidence and empathy among students. The novelty of this article lies in its focus on the application of peer tutoring at the early primary level, which is often underestimated in terms of readiness for collaborative learning strategies. In fact, with proper guidance, young learners are able to actively engage in the learning process. This study is expected to inspire elementary school teachers to design more meaningful and joyful learning experiences through simple yet impactful approaches.]]>
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