To understand the role and experience of a peer educator, it is imperative to examine the developmental issues and concerns associated with this stage of a student's life as well as the demands and challenges of a higher education community. For years, student affair professionals have used a breadth of theories to guide their efforts in developing young people. In this article, the authors intend to focus on the developmental components of the theory known as emerging adulthood and how individuals engaged in emerging adulthood are challenged to provide peer education within the campus community. Through the lens of emerging adulthood, the authors share their own experiences with peer educators, and hope to bring to life some of the struggles facing both students and the professional staff supervising them. They use Jeffrey Arnett's (1998, 2000, 2001) concept of emerging adulthood to provide the groundwork for understanding the developmental issues for peer educators.