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Out-of-school time (OST) is a growing field that includes afterschool, evening, weekend, summer, school-age care, childcare, positive youth development, and workforce development programs (NIOST, 2000). Research demonstrates that OST professional development is critical to program quality and student impact (Weiss, 2005/2006). In an effort to diversify its offerings and impact youth participants, the OST field has begun experimenting with alternative formats of professional development (PD). Many of these new venues involve peer networking, peer mentoring, and other types of collegial support. For this study, the author used an action research approach and a mixed-method strategy to examine three sets of OST peer networking meetings. She identified the fundamental ingredients of these activities and explored their prevalence and importance. She further examined specific phenomena such as how to foster networking, reconcile insider/outsider dynamics, balance cohesion with diversity, and create supportive environments. She noted how her three case students were similar and how they differed from one another. Based upon her research project, the author offers multiple suggestions for understanding, designing, replicating, and evaluating peer networking meetings for OST staff. These recommendations are intended for staff who create, facilitate, and/or assess peer networking meetings, as well as for any executives, policymakers, funders, or other stakeholders who wish to better understand the composition and value of these professional development activities. [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.]