1 With a Little Help From My Friends: The Role of Peer Mentoring in Graduate Student Teaching Assistant Development Michael Amlung, Elizabeth A. Simpson, Melissa Dengler, Brian Stone, Grace Williams, and Denise P. Domizi To appear in: The Mentoring Continuum: From Graduate School Through Tenure. G. D. Wright (Ed.). Syracuse University Press. Mentoring plays a crucial role in the academic, professional, and personal development of graduate students, both in the context of scholarly research and teaching. In this chapter, we discuss the role of mentoring in supporting the teaching-related training of graduate students. Particular attention is given to the unique benefits and challenges that accompany peer mentoring, which involves graduate students working together to improve each other’s teaching skills. In the sections that follow, we describe several examples of peer mentoring and discuss research on peer mentoring’s effects on teacher training. We then identify potential challenges and barriers that can affect the success of peer-mentoring programs. Finally, we highlight some practical considerations related to implementing peer mentoring programs to complement existing teaching assistant (TA) training activities. Before we begin, it is helpful to briefly describe the authors’ backgrounds in teaching and mentoring. Several of us (Amlung, Dengler, Simpson, and Stone) taught undergraduate classes