Purpose: The purpose of this qualitative, single-site case study was to identify and describe the lived experiences of first-generation, adult, Latino male tutees utilizing peer tutoring services within the Solano Community College (SCC) learning assistance center (LAC), concerning readiness, challenge, support, and balance as they applied to motivation to learn and personal academic growth. Methodology: Fifteen participants were selected through a purposeful sampling process, and data were collected and analyzed through semi-structured, open-ended interviews to develop common themes with tabulated results presented via frequency tables. Findings: First-generation, Latino, male tutees (1) sought tutors who were confident in the subject matter, (2) learn better when the tutors are culturally responsive, (3) are more motivated to learn when they experience high levels of engagement, (4) learn and grow best in a learning environment that is adaptable in meeting their schedule, (5) find that their academic progress is influenced by responsibilities encountered by the individual, and (6) possess reduced levels of stress when support is received in peer tutoring sessions. Conclusions: As a result, this study supported Laurent Daloz's model for mentoring relationships, which formed a more comprehensive understanding of what motivates students to learn in a peer tutoring learning environment. Recommendations: Further research is recommended to investigate areas within student support services that can be improved to meet the academic and non-academic needs of first-generation, Latino, male students. [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.]