Peer-led team learning (PLTL) is a pedagogical method in which former students, i.e., those who have successfully completed the course, assist current students in learning course material either through supplemental instruction or in the classroom setting. The impact on student learning for students participating in a PLTL course is widely documented; however, there have been few studies about peer leaders' experiences and the impact of PLTL on peer leaders. Fifty-two peer leaders assisting with a postsecondary organic chemistry course completed weekly journals about their experiences; the final journal entry prompted peer leaders to describe their relationship with their students by choosing a role that best described that relationship and providing an example of how they filled that role during the term. These entries were coded and analyzed for patterns. Results suggest that when peer leaders describe their relationships, some express they are teachers, others consider themselves guides or facilitators, and some view their role as mentors. We argue that there is a progression of increasing depth in the student-leader relationship that is demonstrated by the description of the roles ascribed by the peer leaders.