The focus of this research is to explore the benefits of a Peer Coaching partnership between Year One and Year Two Tertiary Students completing a Bachelor of Teaching (ECE) at Wintec. The aim is to identify what factors are important in this relationship and how they contribute to tertiary study at Wintec. Over the past 25 years peer coaching has become regarded as a powerful tool for developing and maintaining professional relationships and supporting ongoing learning (Barron, Dawson & Yendol-Hoppey, 2009; Fry & Hin, 2006). Peer coaching for the purpose of this study is loosely based on the definition of peer coaching given by Jan Robertson (2005). Robertson presents coaching as “a special, sometimes reciprocal, relationship between (at least) two people who work together to set professional goals and achieve them” (2005, p. 24). Although Robertson’s (2005) concept of peer coaching is centered on leadership, primarily school Principals coaching each other, the author believes the concept can be applied to tertiary students to provide support around all aspects of their tertiary study.