The purpose of this non-equivalent control group design, quantitative quasi-experimental study with a qualitative component is to compare the stress levels of nursing students who have a peer mentor to stress levels of nursing students who do not have a peer mentor while taking an Introduction to Nursing Course in a Bachelor of Science in Nursing (BSN) program at a small, Midwestern, private health professions college. Fifty-one nursing students participated in the study. Results indicated that while not statistically significant, students who took the Introduction to Nursing Course and had a peer mentor experienced slightly lower stress levels than the students who did not have a peer mentor. Additionally, stress levels of students assigned a peer mentor decreased between the start of the semester and toward the end of the semester, though this decrease was not statistically significant. Finally, for participants without a peer mentor, stress levels increased between the start of the semester and toward the end of the semester. This also was not a statistically significant change. Students in the peer mentoring program provided positive feedback about the impact of having a peer mentor on academics, balancing personal lives, and gaining knowledge of support services. Over sixty-nine percent of these students agreed they would recommend having a peer mentor to other nursing students. Findings of this study indicate peer mentoring may be one way to help nursing students taking their first nursing course to reduce stress. It may also be considered as a method to assist these students with academics, balancing their personal lives, and gaining knowledge of available support services. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]