The Center for Research and Reform in Education (CRRE) at Johns Hopkins University contracted with the Memphis Education Fund to obtain and disseminate evidence regarding Peer Power's (PP) implementation and impact of their program in six Memphis area charter middle and high schools. This preliminary report synthesizes comprehensive descriptive data gathered from multiple participant groups to address research questions concerning classroom teacher experiences and perceptions, program coherence with course instruction and curricula, identified "best practices," and recommendations for program improvement and future research. In this report, the authors describe the methods and findings from the "qualitative" study of the perspectives, experiences, and practices of Peer Power Success Coaches and Program Directors, classroom educators, and students.