Academic advising by faculty members has often been ineffective. Peer advising systems that employ peers as academic counselors may successfully address student criticism of faculty advising systems. Peer systems capitalize on the primacy of peer influence, provide an economical delivery system, and are available and accessible to students. These programs are strongly identified with students, able to improve the organizational dynamics of the advising program, and offer positive personal benefits to students involved in the advising program. Although student-to-student counseling has been effective in a variety of student personnel functions, questions concerning continuity, objectivity, and accountability must be answered effectively during program development. Critical elements for program success are: (1) formulation of meaningful peer counseling goals; (2) development of informed peer counseling support; (3) delineation of realistic peer counseling activities; (4) careful selection and training of peer counseling personnel; and (5) evaluation and revision of peer counseling efforts. If these requisites are met and the program is appropriate to the educational institution and its students, then the peer counseling program will be effective. (Author/NRB)