In this study, we describe a course to educate and prepare undergraduate "facilitators" for small group problem solving sessions in a large, first semester, introductory undergraduate organic chemistry course. We then explore the outcomes of the facilitator experience for one cohort of facilitators through qualitative analysis of written reflections, surveys, and field notes. Our findings suggest that the course achieved its goals of providing facilitators with effective teaching techniques and reinforcing content knowledge, and it created a forum for the facilitators to provide feedback to each other and to the course instructor. Furthermore, the course catalyzed the development of professional skills, enhanced metacognitive abilities, reinforced the benefits of active learning, and exposed facilitators to educational literature. These findings are noteworthy because they demonstrate the various potential benefits for undergraduates that facilitate active learning in large chemistry courses.