This article evaluates an alternative model for a history survey that three U.S. history faculty at California State University at Los Angeles have developed. In this course, students sit in groups of four or five for most of each class session and a small team of history M.A. students or advanced history majors serve in the classroom as "facilitators." Working alongside the professor, these peer mentors help student groups analyze primary sources and work through active-learning exercises. The authors argue that this model enables faculty to prepare lower-division students to perform high-quality college-level work that facilitates learning how historians interpret the past. It also helps advanced history students develop into better teachers and leaders by working closely with faculty in their major.