Responding to concerning reports regarding common world language classroom practices failing to meet a communicative standard (Burke, 2011; 2014), acknowledging the critical shortage of teachers in the United States, and reacting to the call by Madel (2020) to leverage teacher leadership to promote pedagogical development within the field, this article describes the planning, development, and implementation process of a peer mentoring program for world language teachers in Pennsylvania. This program was designed with the specific intention of supporting novice teachers while simultaneously providing meaningful leadership opportunities for experienced teachers, both design aspects expected to impact retention efforts according to a review of the literature. Opportunities to evaluate the program's effectiveness empirically are also explored.