Peer education programs have gained popularity on college campuses because peer educators can communicate with other students in ways that faculty and administrators cannot. Peer education programs continue to grow exponentially because college-age students often feel more comfortable talking with peers when it comes to sensitive issues such as drug use and sexuality. Although peer education programs vary as much as the college campuses where these types of programs can be found, they exist at virtually all types of colleges and universities. Despite the fact that a large percentage of colleges and universities in the United States have invested in peer education, little is known about the outcomes of being a peer educator. Although some researchers used simple pretests and posttests with small sample sizes or at single institutions to examine the effects of participating in peer education training on peer educators themselves, most of the information gathered about the outcomes of being a peer educator has been anecdotal at best. Despite the call for additional research on peer educators, few studies have answered this call. In this article, the authors discuss The National Peer Educator Study, a national study funded by the BACCHUS Peer Education Network since 2004 to gather data on the learning outcomes that peer educators derive from being peer educators, results from the study, and implications for making peer education a transformative learning process. (Contains 2 tables.)