In the United States, 350,000+ fatalities are due to out-of-hospital cardiac arrests (CPR Certification HQ, 2018). If patients do not receive quality cardiopulmonary resuscitation (CPR) within the first few minutes of the attack, they will perish. According to the American Heart Association (2019b), healthcare (HC) providers have reduced CPR knowledge in as little as three months from being certificated (American CPR, 2019). Based on these facts, it is imperative that HC providers retain CPR knowledge for quality care. Faculty are attempting to find the best way to teach life-saving skills to the younger generations. One strategy that is being incorporated is peer-assisted learning (PAL). The purpose of this study was to investigate how a PAL community would affect undergraduate pre-professional HC students' skill effectiveness and knowledge retention in learning CPR, as well as their confidence and anxiety levels when performing this task; it focused only on the effects gained by the peer learner. Part One of this study evaluated a 15 question Pre-and Post-CPR Simulation survey for internal consistency and variable grouping via exploratory factor analysis. Part Two compared the effectiveness of two learning conditions examined among undergraduate pre-professional HC students. An objective effectiveness score was collected via mannequin-based testing; each learning environment's scores were analyzed and compared using a MANOVA analysis. A Pre-and Post-CPR Simulation survey was administered to determine confidence and anxiety. Pre-CPR Simulation questions were measured using a repeated-measures ANOVA test, while Post-CPR Simulation questions were analyzed using a one-way ANOVA test. The Pre-and Post-CPR Simulation survey was considered internally consistent; however, it did not have three factors emerge during the factor analysis and varimax rotation as previously published. In Part Two, there was no significant findings in mannequin variables or the pre-and post-surveys between learning environments. The sole significant result was a survey question stating that students felt more knowledgeable with performing CPR over time; this was noted in both environments. This research adds to current PAL research that focuses exclusively on the peer learner rather than the peer tutor. [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/en-US/products/dissertations/individuals.shtml.]