Linley's (2017) article on peer socialization agents (PSAs) defines PSAs as undergraduate students charged with the socialization of new students on campus (e.g., resident assistants, orientation leaders, and peer mentors). PSAs have complex jobs, and student affairs educators contend with several forces in the design and implementation of PSA training efforts. This article is for those who recognize training PSAs is a time- and labor-intensive endeavor. The authors share the results of a national study focused on PSAs' perceptions of their diversity-related training. While in some ways, these findings raise more questions about training effectiveness and disconnections between goals and outcomes, the authors hope to offer readers stories of training success and challenge and an understanding of what sticks with students as a first step toward building more effective training models and expectations.