The purpose of this qualitative study is to inform and advance the body of knowledge of the contribution that "Peer Assisted Study Sessions" (PASS) provides for student leaders in terms of its impact on their self-efficacy--the personal belief in competence to succeed within certain situations (Bandura, 1986). To date, there has been little research providing a practical insight into whether acting as the leader of university PASS has a perceived impact on self-efficacy. The results of the qualitative research are based on interviews from a sample of 16 leaders. We found that being a PASS leader improved self-efficacy specifically in the areas of: cognitive development, performance, engagement and satisfaction. The results of this study may have implications for the development of future programs, particularly, in terms of attracting suitable candidates in the recruitment process, the future training of leaders and the provision of ongoing support for the leaders to participate effectively in such programs.