In a large number of universities, support programs for newly admitted students arise through peer tutors. The task of the tutor is to stimulate the abilities and processes of thinking, making decisions and solving student problems. The present work explores the perception that the student of recent entrance to the engineering career has of the work of the tutor in basic science subjects. It is determined that students tend to react to the concept of tutoring, asking for an expository and generalized class, in which instructions or strategies for solving problems are delivered. The student has the impression that the more "subject" he reaches, the better he will be prepared for the evaluation, demonstrating problems by assuming the protagonism of his learning. It is evident that any initiative in this sense must involve a didactic contract.