It is not known how international and domestic students described the effectiveness, if any, of peer mentoring on intercultural competence at a Western, private Christian university. The purpose of this qualitative descriptive study was to investigate how international and domestic students described the effectiveness, if any, of peer mentoring on intercultural competence at a Western, private Christian university. There were two theoretical foundations for this study: Karla Deardorff's intercultural competence and Gordon Allport's contact theory. The research questions were how do domestic students describe the effectiveness, if any, of peer mentoring on intercultural competence, and how do international students describe the effectiveness, if any, of peer mentoring on intercultural competence? The data was obtained through two data collection sources: 20 one-on-one in-depth interviews with undergraduate students and a focus group with five undergraduate students. All the data collected in the study were analyzed using Braun and Clarke's thematic analysis approach. The seven themes that emerged from this study were (i) cultural issues, (ii) participants' expectations (iii) factors influencing mentoring relationships, (iv) gaining intercultural competence, (v) international students' adaptability and (vi) program benefits. The study found that students participating in a peer mentoring program experienced an increase in their own intercultural competence. [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.]