In the intervention, peer educators lead classroom sessions in which they role-play dating violence, provide information to other students, and discuss dating violence with them. For the current study, nine peer educators, who were mostly high school juniors and seniors ranging in age from 15 to 18, were interviewed about their experiences. Questions addressed their feelings while making presentations, skills learned from the programs, and the personal impact of their participation. The interviews were analyzed for general themes and specific categories within the themes. Disclosures occurred during most of the interviews, with three students reporting having been a victim of relationship violence, four indicating they had engaged in unhealthy relationship behaviors, and one reporting having perpetrated relationship violence. Eight of the nine students described an increase in knowledge about teen relationship-violence, and two students reported an increased knowledge about themselves. The skills most often learned were communication and listening, followed by skills in role-play. Five students stated that they engaged in healthier relationship behaviors within their families. Recommendations for program improvement included trainer follow-through on peer counselor suggestions and continuation by teachers of discussions about relationship-violence with their students. This exploratory study indicates that peer counseling is positive for the peer educators themselves, and their input is useful for making program improvements. 23 references and 1 table