The grandes écoles and preparatory classes to the grandes écoles are central to the reproduction of French academic and social elites and have sought since the early 2000s to experiment with new practices to fight inequalities. They have launched innovative policies aimed at fostering the inclusion of disadvantaged students in elite courses, based on the participation of tutoring students. This paper explores two of these policies. It first addresses the place of tutors and their motivations in ad hoc policies, and then focuses on the theoretical and practical definitions of their roles. It emphasizes the contributions and limits of the pedagogical and socializing action of the students involved in these policies. It finally suggests that these students play a new role in the reproduction of the model of elite courses in France.