This case study was initiated to explore how 6 fourth-grade student mediators implemented an inner-city elementary school's violence prevention program based on peer mediation in the context of psychosocial theory. The participants were trained in conflict resolution to intervene with disputants who experienced unresolved disagreements. To take part in the study, participants needed to have mediated at least 1 unresolved peer conflict. On-site observation, direct interviews of 6 peer mediators about their experiences, and combined reflections comprised the data for the study. To receive mediation, disputants had to agree to the guidance, direction, and leadership of the peer mediators. In direct interviews, peer mediators described their concerns and shared how they assisted disputants with unresolved conflict through the mediation process. During mediation, both groups came together to form an active team to resolve disputes. The results of the study indicated that when the 6 peer mediators applied mediation with disputants, they were able to intervene constructively in their unresolved conflict. Furthermore, monthly practice opportunities and ongoing support helped mediators to refine their communication skills. Such findings suggest that positive social change can be promoted by training peer mediators in violence prevention principles so they can intervene early using problem-solving techniques. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]