Diverse representation in higher education leadership is critical to the Academy's mission of teaching, research, and service. As academic leadership positions are rarely occupied by faculty from underrepresented gender and minoritized groups, inclusive mentorship practices are necessary to equip and support administrators of diverse backgrounds and identities. In this qualitative study, administrators from a school of public health in the southeastern United States present findings from an electronic survey exploring experiences with peer mentorship as it relates to leadership and training. Open-ended responses are compared with peer mentorship literature. Thematic analysis demonstrated peer mentorship is specifically beneficial for: (1) sharing knowledge and improving navigation; (2) cultivating change with respect and inclusivity; and (3) inspiring motivation and balance to prevent burnout. This study demonstrates the value of peer mentorship models for co-development of successful leadership qualities and for addressing administrative pressures through inclusive practices that promote diversity and improve equity.