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This mixed-methods study of 157 disadvantaged students and six teachers in a Southeastern United States elementary school investigated the effectiveness of a once-weekly after-school tutoring program in improving students' grades. The reading, English language arts, and mathematics course grades of students were compared using independent t-tests and Analysis of Variance. These were also compared with the corresponding grades for non-program participants. The study included in-depth interviews with six (6) teachers involved in the program to provide additional qualitative information on the benefits and drawbacks of the tutoring program. Results showed significant benefits in all subjects. Teachers viewed the program positively and believed it should be expanded. Recommendations include continuation and possible expansion of the program.