Involving undergraduates in the design, delivery, and evaluation of classroom-based learning enhances student ownership of the learning environment and stimulates peer interest in the transformative possibilities of education. As bell hooks (1994) eloquently describes, the process of honoring student voices in the classroom enhances "the likelihood of collective effort in creating and sustaining a learning community" and allows all students to "integrate theory and practice" and connect "ways of knowing with habits of being". In this chapter, the author explores the pedagogical benefits and challenges of using peer educators in academic settings, suggests appropriate supports for peer educators in academic environments, and examines innovative uses of peer undergraduate teaching assistants at diverse institutions across the country.