Over the past twenty years, economic conditions, deteriorating public support, governmental and societal demands for accountability, and greater numbers of students from historically underrepresented groups have increased pressures on colleges and universities to provide a meaningful education to students while meeting ever increasing expectations for service and research. In addition, external constituent groups are demanding evidence that the education provided to college students focuses on student needs, results in learning, and provides knowledge that is relevant in the twenty-first century. Examples of peer leadership opportunities that have been recognized as purposeful educational initiatives include mentoring, providing training for student members in clubs and organizations, serving in an elected or appointed leadership position, participating in shared governance opportunities in cocurricular experiences, or working with civic engagement programs. This article details the transition of campus activities from "fun and games" into intentional, learner-centered opportunities that promote students' cognitive, affective, and civic development. Further, a primary focus is placed on the important role that peer leaders play within the cocurriculum and the potential for their continued integration in campus activities and programming. (Contains 1 figure.)