The research literature in higher education is abundantly clear that each student's engagement and involvement in the college experience make a difference in the kind of education the student receives as well as the outcomes. Peer leadership programs in higher education are growing in popularity because they provide a variety of ways to effectively and economically promote student engagement and place students on long-term learning and service trajectories. Programs that have emerged over the last few decades, in both the curriculum and cocurriculum, are built upon the principles that peer leadership is pedagogically sound, can be taught systematically and administered economically, and have measurable outcomes. However, neither success nor sustainability can be attained in a peer leadership program without thoughtful and intentional planning, management, and training. The idea of a blueprint suggests a well-engineered or thought-out plan for a structure that will last, one that is designed to fulfill specific functions or purposes, and one that is adequately funded from the beginning so that there is no reason for shoddy work or substandard materials. The foundation is properly designed for strength and stability, both now and for future modifications and changes, and the completed whole is a harmonious addition to the existing neighborhood. Similarly, peer leadership programs that are well grounded from the beginning are far more likely to be sustainable and produce desired outcomes than those that are created haphazardly and without careful consideration of the unique characteristics, challenges, and opportunities of a specific campus. In order to build a purposeful and sustainable program, certain fundamental components must be put in place. The first step is to strategically identify and tap into organizational support, structure, and key stakeholders. Once this foundation is laid, a successful program must focus on effective peer leader recruitment and training. Finally, the program must commit to ongoing assessment and continuous improvement. The architect of a viable and sustainable peer leader program will ask a number of important questions concerning the challenges and opportunities of a particular campus context, history, and culture before starting to build a new program or when renovating an existing program. This article discusses issues that will inform and direct programmatic and structural solutions. (Contains 2 tables.)