Teaching is often teacher-centered, resulting in students’ low level of cognitive, psychomotoric, and affective achievements, one of which is shown by the low accomplishment of the mastery criteria. This study investigates the effectiveness of peer tutoring learning model in improving students’ achievement in the Digital Drawing subject. This is a Classroom Action Research, consisting of three cycles, each of which includes planning, action, observation, evaluation, and reflection. The research subjects were 11th grade students of SMK PU Negeri Bandung specializing in Building Technical Drawing. Employing descriptive statistics, it showed improved learning achievement from the 1st cycle to the 3rd cycle. This study demonstrates that student-centered learning, combined with active student’s participation in peer tutoring, effectively improves cognitive, psychomotoric, and affective learning achievements in Digital Drawing subject. This may be applicable to other subjects as well.