Peer scaffolding was examined in the context of an ongoing community outreach program, in which children in the third grade were partnered with preschool-aged children once a month to do crafts and other activities. After each session, the experts wrote reflective journals on their mentoring experiences. Dyads were observed on one occasion for detailed analyses of the types of scaffolding provided. Finally, the third graders were interviewed at the end of the year to gain information about their final reflections on their peer mentoring experiences. Results of these three components converged to show that children did provide age-appropriate and task-appropriate scaffolding in the craft activities. Additionally, their meta-cognitive abilities as reflected in their writing and talking about the mentoring experiences indicated awareness of the scaffolding process and its benefits for both experts and novices.