Today, new and redesigned mentoring roles are being explored in teacher education programs. According to literature, having peers mentor less experienced colleagues can benefit both groups. In this study, 11 senior physical education majors served as mentors to 15 juniors. Mentoring sessions occurred during regularly scheduled classes for all. After four sessions, seniors completed guided written reflections. At the end, juniors also completed a guided written reflection. Results showed that both groups highly benefited from the experience in terms of pedagogical development and self-confidence. Seniors enhanced communication skills, reinforced knowledge of lesson planning and content, and developed new leadership skills and confidence. Juniors appreciated support by seniors regarding lesson planning, getting to know them, and learning from their prior experiences in a similar program. By the end, juniors felt confident and eager to begin an elementary-level internship--something they considered to be overwhelming earlier. Suggestions for program improvement reflected maturity in critical thinking skills for both groups. Some seniors asked for more time with mentees and others wanted to stay with the same juniors to increase efficacy of the program. One asked for evaluations by mentees to assure that their specific needs were being met.