This study explored residential learning community peer mentor role construction/enactment and the learning outcomes that resulted from their participation in this role. Nineteen residential learning community peer mentors participated in focus groups and discussed their experiences as peer mentors. Three categories of mentors were explored: solo mentors (mentors in programs with only one live-in mentor), paired mentors (mentors in programs with two live-in mentors, typically living on different floors), and grouped mentors (mentors in programs with three or more live-in mentors, living on different floors). Using social learning theory (Bandura, 1977) and student involvement theory (Astin, 1984) as theoretical lenses through which to view the mentor comments, conclusions and recommendations were made for residential learning community peer mentor roles in general as well as for the specific mentor categories.