Peer-Assisted Learning (PAL) has emerged as a highly effective student-centered instructional approach that promotes collaborative learning, knowledge sharing, and academic achievement. PAL involves students supporting one another through tutoring, mentoring, group discussions, cooperative learning activities, and academic partnerships. This study investigates the relationship between Peer-Assisted Learning and academic success among higher education students. A mixed-method research design was employed using a simulated sample of 2,000 undergraduate students across various disciplines. Quantitative analysis assessed academic performance, engagement levels, and retention rates, while qualitative findings explored student perceptions regarding collaborative learning experiences. Results indicate that students participating in Peer-Assisted Learning programs achieved significantly higher academic outcomes, stronger communication skills, increased motivation, and improved retention compared to students engaged primarily in traditional learning environments. The study highlights the importance of collaborative educational practices in fostering academic excellence and lifelong learning competencies. Recommendations for institutional implementation and future research directions are provided.