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Abstract
Mentoring is a professional development strategy well documented. Peer mentoring however, is relatively new and was provided as a professional development strategy for a group of secondary school mathematics teachers working in low socio-economic schools. Through the stories of three teachers, the year-long study identifies the features critical for successful peer mentoring and its effectiveness for teachers. Overriding all other features was the importance of building a relationship and allowing time for this. Also significant were recognising each relationship was unique, and the importance of communication, commitment, and a clear structure. An unexpected outcome of the study came from the professional development meetings when the teachers met as a group on a regular basis. The connections that formed and deepened became significant for peer mentoring as they provided the groundwork for relationships to get established. This opened up the possibility for more teachers to be involved in peer mentoring who under normal circumstances would not naturally work together.
