Purpose: The purpose of this paper is to explore the contributions of peer mentoring as a learning support for mentee students in higher entrepreneurship education. Design/methodology/approach: This paper presents a single embedded case study focussing on mentee students' perceptions of peer mentors' support of their entrepreneurial learning during an experiential master's course. Employing an abductive approach, the researchers conducted cross-sectional, thematic analyses of individual mentee interviews complemented by data from joint reflection sessions, reflection reports and observations during the course timeline. Findings: The peer mentors contributed to the mentee students' learning through various forms of support, which were categorised into mentor roles, mentor functions and intervention styles. The analysis found that peer mentors fulfil three coexisting roles: learning facilitator, supportive coach and familiar role model. These roles constitute the pillars of a typology of entrepreneurial peer mentoring. Research limitations/implications: This study contributes theoretical and empirical insights on peer mentoring in entrepreneurship education. It represents a first benchmark of best practices for future studies. Practical implications: The case study suggests that adding peer mentoring represents more efficient support for entrepreneurial learning than a teacher alone is able to provide. The typology can also be used for training peer mentors. Originality/value: The researchers construct a new typology for entrepreneurial learning support, which contributes to theory development within the field of entrepreneurship education.