Bystander education is an increasingly utilized strategy for addressing sexual assault prevention and intervention on U.S. college campuses. Given the paramount importance of peers among college students, what types of pro-social bystander interventions do students themselves deem feasible in the campus context? Drawing on self-reports from first-year undergraduate students who participated in a bystander education program, this analysis summarizes a range of student responses. Because peers form the support base for these interventions, their influence must be accounted for in the development of bystander education interventions on campuses. (Contains 3 tables.)