This Dissertation addresses findings from a qualitative case study. The researcher provided a) training and b) analysis of the follow-up performance of a Peer Mentor from the Student Success Center at an Hispanic Serving Institution (HSI), at The University of Texas at San Antonio. Following the training, prepared by Charles Ernest Wright, the Principal Investigator, a Peer Mentor presented a persuasive oral and a persuasive written essay to four first-generation Undergraduate students. The purpose of these two assignments was to persuade the four participants to use the elements of "Intentionality, Self-Regulation," and "Macrostructures" when preparing future oral and written university assignments. A uniqueness of this study is that these three elements have not been studied in unison in previous research. The Peer Mentor applied acquired knowledge of these three elements in preparation of the oral and written communications to be conveyed to undergraduate students at the HSI. The Peer Mentor prepared the communications in seventeen days. The four student participants evaluated the oral presentation and immediately read and evaluated the Peer Mentor's written essay for persuasive effectiveness. Descriptive data collected included transcripts of the initial Peer Mentor training session, the Mentor's oral presentation, a post interview with the investigator and the Peer Mentor, the written essay, and four participants' evaluations of the oral and written presentation. The collected data also included the Peer Mentor's work-log diary kept while preparing the assignments. Findings from this research indicated a positive relationship between the Peer Mentor's training and the four undergraduate's perceptions of skills needed for achievement in higher education. In the preparing of assignments, the Peer Mentor's understanding of the use of "Intentionality, Self-Regulation," and "Macrostructure" increased, and, above all, it was evident that they worked in collaboration to aid in her preparation of the oral and written persuasion. The four undergraduate students were influenced by the oral and written presentations in different ways. They considered the oral more personal, informal, easily understood, than the written presentation and the written presentation was effective and very persuasive. The Peer Mentor and the undergraduates perceived the use of the elements of "Intentionality, Self-Regulation," and "Macrostructures" as valuable and useful in preparing assignments. and planned on applying these elements to achieve academic success in future discourse in courses in higher education. [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.]