This article explores peer mentoring in doctoral studies, specifically through the students' lived experiences in an interdisciplinary doctoral program cohort. Through reflexive conceptualization and the definition of mentorship, the lived experiences of the authors are portrayed. The roles and benefits of mentoring activities are identified and connected to the doctoral experiences through the various stages of degree completion, i.e., candidacy and ethics. Although learners were admitted to a doctoral degree in education, the individual's intake education comes from a variety of learning fields including business non-profit, event management, and adult education. The interdisciplinary studies will highlight strengths associated with the various learning fields and how this helps promote and foster a more well-developed network of peer mentors. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]