After-school recreation programs often utilize sports and physical activity to engage youth in underserved communities. Furthermore, there has been a rise in the usage of peer leadership in recreation programs, especially in after-school settings. Research has demonstrated that peer leadership can be utilized effectively to accomplish programs. However, there is a lack of understanding of how peer leaders experience their mentor role and the mutual benefits they receive. As part of a larger, ongoing YPAR study, this research focused on an after-school recreation program in an underserved community. The program aims to provide an after-school recreational space for youth in the community where high school youth work as mentors. By developing authentic relationships through consistent year-long engagement, four mentors participated in multiple one-on-one interviews and a formal group interview to explore how they experienced their role within the program and how this role impacted other aspects in their lives. Additionally, informal conversations and observations collected throughout the YPAR process informed the data. Interpretive description was utilized to analyse the data and recontextualize how the mentors experienced their role within the program and their experiences living within their community. Positionality was consistently reflected during data generation and analysis, ensuring researchers acknowledged their role in the co-production of data with the mentors. Four key themes were constructed from the data: (1) contributing to safe space, (2) developing authentic relationships, (3) recognizing self-growth, and (4) identifying with kids’ experiences. The discussion addresses how peer leaders recognize the importance and impact of their role within the program and how this contributes positively to their self-image and sense of belonging within their community.