Postsecondary peer assisted learning programs often cite improving academic achievement for students. This qualitative study investigated the potential effect of serving as student facilitators of a peer study group on their future vocation. This was a replication of previous studies of personal and professional outcomes for study group facilitators. Findings of this study suggest the facilitator experience strongly influenced facilitators' interest in careers, especially related to the teaching profession. This study explores why these programs generate these outcomes through linking leading theories to the research outcomes. Peer study group programs present a cocurricular experience that could be more powerful if it was intentional for professional development outcomes of the student facilitators and participants. With the highly competitive job market for today's college graduates, institutions must use every opportunity to increase job readiness skills of its graduates.