This doctoral capstone project assesses the impact and effectiveness of using peer mentoring workbooks as a tool to enhance the transition of college students with intellectual and developmental disabilities. A peer mentoring workbook was developed using theoretical frameworks to guide its design and identification of primary occupations, roles, and routines of college students. From here, four domains of college student life (dorm living, college social life, classroom management and participation, and community engagement and transportation) were developed to act as a framework for the workbook. Through the usage of Participatory Action Research, key stakeholders provided essential feedback that allowed for workbook modifications to better meet the needs of peer mentors and mentees. Qualitative and quantitative data were collected to assess the workbook's performance and the ability of peer mentors to successfully implement the workbook. Thematic analyses revealed the importance of role understanding, continued education, and volition of both mentors and mentees. The results of this project show that given the right contributing factors of role understanding, support, attitudes, and buy-in from both peer mentors and mentees, peer mentoring workbooks can be used as a tool to support students with intellectual and developmental disabilities in their new role of college student. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]