An institutionalized program of peer-led study groups (PLSG) adds instructional power to our large-enrollment introductory organic chemistry courses. Concomitantly, there is a challenge to keep the instructional philosophy and subject matter coherent with the faculty expectations and goals across this diverse group of undergraduate instructors. Thus, to improve communication within the instructional workforce of our large organic chemistry course, we have installed a required course for all undergraduate PLSG facilitators and peer tutors hired by the Science Learning Center at the University of Michigan. This liaison course, taught by a graduate student instructor under the direction of the faculty course coordinator, focuses on enhancing subject matter clarity and stemming the flow of misinformation that has sometimes been reported in the PLSG sessions. We examined the perceived value of the liaison course, self-assessment of course content knowledge by the facilitators, and how enrollment in the course has shaped the experience of those leading a PLSG.