Due to pressures such as publish or perish being placed on faculty members (Booth, 2004, DeRond & Miller, 2005) at large research intensive universities, the conducting of research can be regarded as being of greater importance than the teaching of courses (Booth, 2004). Therefore, it is not uncommon for such universities to have a large number of courses taught by non-faculty staff (Jensen, Farrand, Redman, Varcoe, & Coleman, 2005). The University of Alberta in Canada is regarded as a research intensive institution. At present, approximately 85% of the courses that are offered at the undergraduate level in the Faculty of Education are taught by non-faculty staff. This results in many of the preservice teacher education program courses being taught by Graduate Teaching Assistants (GTAs). In light of this trend, it would seem essential that non-faculty staff be provided with programs that support and promote the effective delivery of course teaching. This study investigated the effects of a mentorship program provided to two GTAs in preparation for the teaching of a Physical Education methods course. Following a peer coaching design (Joyce & Showers, 1988), the GTAs not only received training in effective teaching techniques, but were also provided with information about the skills, strategies and the rationale behind new techniques and the opportunity to practice their teaching under the observation of a peer coach (Seyfarth, 1996). The mentorship program also provided the GTAs with regular feedback, sustained support and follow-up opportunities (Guskey, 1986; Howey & Vaughn, 1983; Killion & Kaylor, 1991). Utilizing a Multiple Instrumental Case Study approach involving field notes, communication messages, and reflective journals, data were collected in an attempt to understand the lived experience of the GTAs and whether participation in the mentorship program was beneficial. The analysis of data and the development of themes indicated that the mentorship experience provided the GTAs with: a line of open communication and an established support network; an understanding of the nuances of teaching preservice teachers; and a connection with pedagogical-content knowledge expertise that was highly valued.Keyword(s): college level issues, leadership development, physical education PK-12