The acquisition of scientific verbal behaviour is crucial for behaviour analysts to communicate both effectively and efficiently. This study sought to investigate peer-tutoring as a means to teach behaviour analytic tacts, whilst comparing rates of acquisition for the tutor and tutee. A multiple probe design across two dyads and two stimulus sets was employed. The participants were four Comprehensive Application of Behaviour Analysis to Schooling® teachers who were required to give an appropriate tact when vocally presented with the definition of a term. The results indicated that peer-tutoring was effective in teaching tacts, with a functional relation demonstrated for six out of eight phases. Whether tutors or tutees acquired the tacts quicker differed across individual participants. The maintenance and functional application of the acquired verbal behaviour is discussed. Future studies could compare current results to larger group conditions such as choral responding, with consideration also required in the domain of which instructional histories gave rise to differences in acquisition rates dependent on the tutor or tutee role.