While the majority of STEM persistence has focused on outcomes for first-year students there has been little investigation into the outcomes for peer mentors and no investigation into whether peer mentors perceive the experience differently based on gender, ethnicity or other relevant variables. The purpose of this study was to examine an archival dataset containing perceptions of peer mentors to determine if there were differences in perceptions of the mentoring experience. An archival data set containing the responses of 309 peer mentors who mentored first-year undergraduate students enrolled in gateway STEM courses (Calculus 1, Chemistry 1, and Physics 1) were examined. A principal analysis component (PCA) was conducted and four factors were identified: Academic Scholarship, Academic Fit, Academic Professionalism, and Academic Relationships. Following this, a MANOVA by gender was performed across the four factors. Significant gender differences were found for two factors: Academic Professionalism and Academic Relationships, with females noting that as a result of participating in the mentoring program they believed they gained in these areas more than their male counterparts.