Higher education receives sharp criticism in terms of student preparation, retention and training for entry into the profession. Mentoring in education has focused primarily on faculty-student mentoring programs (Wilde & Schau, 1991) where students are assigned a faculty mentor, who serves as advisor and major instructor. Roche (1979) found that students with a mentor reported receiving a better education, focusing on a career plan. Students who had mentors tended to experience a higher level of satisfaction, felt a part of the process and remained focused on their professional pursuits (Kram, 1998; Zey, 1991). Wood (1997) suggested that individuals involved in peer mentoring relationships had a mutual responsibility for each other's learning and these interactions served to enhance the academic socialization of students. Developing a program comprising student-student mentoring can bring about new relationships, critical thinking, trust, socialization and the sharing of ideas that challenge traditional thinking. The mentoring relationship is special because its entrusting nature (Sergiovanni & Strarratt, 1998), where listening is most important and resisting appearing all-knowing is critical (Trubowitz, 2004). The purpose of this study was to develop an innovative process of student-student mentoring. Ten student majors served as mentors for 20 first year majors. The mentors were third and fourth year majors. The primary data source, 30-60-minute semi-structured interviews, which focused on mentoring experiences received by the first year students and overall experience of student mentors. Additional data included field notes and questionnaire. Field notes supplemented the interview data and captured more completely the meaning and context of the interview (Bogdan & Biklen, 1998). Data were analyzed using constant comparison analysis (Bogdan & Biklen, 1998). Themes emerged as the running lists of related comments were collated. Trustworthiness, credibility and dependability (Patton, 1990) were established through peer debriefing, member checks, and triangulation of data sources (Rubin & Rubin, 1995). The findings indicated that both the mentor and mentee developed a student-student collegial relationship; that enhanced student learning; encouraged reflection on learning and increased students' socialization and focus for becoming more intentional and committed in preparation courses. The program enhanced the importance of establishing professional relationships and increased exposure to networking opportunities for entry into the profession. Additionally, the program served to ease the transition into the profession for the mentor, by increasing their understanding of the mentoring process and that learning is an on-going process. Keyword(s): curriculum development, professional development, professional preparation