The development of clinical skills and judgment is a key area of learning for undergraduate paramedic students but they typically find translating theory to practice a daunting prospect not least because they practice their developing clinical skills in front of others. This paper documents the rationale and outcomes of a peer mentoring program in which selected third year paramedic students took on the role of mentors within a second year clinical practice subject. The second year students reported that the program had resulted in positive changes, including an improvement in their clinical skills. Mentors reported benefits such as forming effective relationships with their mentees, enhanced positive relationship with the staff and support from their fellow mentors. Comments from staff and future directions are discussed.