The peer-mentoring relationship can present opportunities that are different from the typical mentor-mentee relationship as the individuals have about the same level of experience and are often about the same age (Angelique et al., 2002). Accordingly, the peer-mentoring relationship's intent is generally characterized as information sharing rather than career promotion (Angelique et al., 2002). From a theoretical perspective, the notion of students learning through both a short-term, high-profile volunteer experience and a mentorship opportunity may find merit in light of Kolb's (2015) theory of experiential learning. This theory points to a cycle or spiral of learning, where learning is a process in which individuals have a "concrete experience," reflect on the observations made in that experience ("reflective observation"), distill those experiences into new thoughts or concepts ("abstract conceptualization"), and, finally, actively test those thoughts or concepts as guides for creating new experiences ("active experimentation"; Kolb & Kolb, 2005, p. 194). To test this theory, six undergraduate students were selected to volunteer for 9 days at a short-term, high-profile sporting event where they largely assisted in tasks related to event management and fan engagement.