A successful peer support program features senior-level students who have completed their student teaching as support persons and peer teachers for beginning student teachers. Following their student teaching, these peer teachers participate in a seminar to evaluate and synthesize their undergraduate program, including their recent student teaching experience. They are then paired with beginning student teachers to act as their supporters, advisors, and sympathetic confidants. Interns, following their field experience, tend to be slightly out-of-touch with the university setting and anxious to obtain a position. The opportunity to be a peer support person seems to minimize these reactions in their final semester. As peer supporters, they are again involved directly in the classroom and with students, though in a different role. Someone depending upon them for assistance increases their confidence in their own skills. It is encouraging to the beginning student teachers to have "recent survivors" with whom they can feel a rapport. This relationship becomes closer, and in some ways, more helpful, than that with the cooperating teacher and the supervisor. Cooperating teachers welcome the peer supporters and view them as another resource. Supervisors develop a closer professional relationship with the peer supporters. (JD)