A survey of 50 college writing programs to ascertain what kind of training is being offered to student teachers revealed the significance of peer support and involvement and raised the following questions: (1) Can peers offer advice and support which is different from that offered by faculty and administrators? (2) Do graduate student teachers bring to their teaching a perspective which is different from that of the faculty and therefore valuable? and (3) How might graduate student teachers view their political position and their role as teachers if there were such a community of support? Although traditional modes of training such as preservice orientations and class visits by faculty are helpful, the addition of peer support in the form of class visits by peers, peer mentors, and peer involvement in writing program decisions could help immeasurably in creating communities where graduate students know that their work is creative, important, and rewarding. Peer involvement in training programs can provide a valuable and meaningful addition to an already successful program. (MHC)