When appropriately trained and supported, graduate teaching assistants (GTAs) can be an invaluable resource to the academic community, energizing an institution's teaching culture, and leading to subsequent benefits for undergraduate learners and faculty members alike. Therefore, it is important to provide GTAs with appropriate support. The purpose of this investigation was to determine the utility of a peer teaching supervisor to GTAs. An advanced peer mentor at a large Southeastern university consulted with GTAs on teaching concerns, provided teaching observations, and organized brown bag meetings on teaching development. Survey feedback from GTAs indicated a positive response to this support.