Recently, the University of Central Missouri developed a model for student peer mentoring in the clinical training of speech-language pathologists. Research that examined the perspectives of first-time undergraduate student clinicians and graduate student peer mentors provided the basis for the resulting Peer Mentor Model. A follow-up study was conducted to evaluate the confidence levels of the undergraduate mentees for knowledge and skills in the areas of evaluation, intervention and documentation. The study also compared confidence levels of students who had peer mentorship to confidence levels of students who did not have peer mentorship. The purpose of this presentation is to examine undergraduate student clinicians' self-confidence in clinical skills subsequent to the peer mentor experience and compare self-confidence levels between those students who received peer mentorship and those students who did not. The presentation will also discuss benefits mentoring has to offer the mentor and mentee and how to transfer students into the clinical process.