Based on the premise that students can be active learners and change makers, rather than passive recipients of knowledge, this study evaluated the effectiveness of the peace education program, READING PEACE PALS, delivered to six-to-nine-year-olds at a Boys and Girls Club. This program infused art, literacy, and community mentorship to teach conflict resolution skills. This study assessed the program’s effectiveness by utilizing Kirkpatrick’s (2016) model for evaluating training effectiveness and statistically assessed affective, cognitive, and behavioral learning, and the results/impact of peace education to examine perceptions of impacts of youth learning on the community and society. Youth and mentors responded positively to all forms of learning, and the impact of youth learning indicated overall effectiveness. The findings have profound implication for research, training, and practice in peace education as this model program provides evidence that participants perceived that this program has positive impacts on youths’ lives, communities, and society.