The purpose of this paper is to consider the specific role of Peer Assisted Learning (PAL) in creative media production courses. We present a review of the pedagogical approaches that inform our "generic" understanding of PAL. We then consider both quantitative and qualitative data from students, leaders and tutors to gain insights into PAL. Overall, the findings suggest a need to address the disparity between a generic PAL approach and the specific needs of creative production students, including the tensions leaders experience negotiating their role. Recommendations for future practice are provided as, when planned correctly, it seems that PAL may complement tutor skills by providing an important authentic space for the development of confidence and core skills in media production. (Contains 1 table.)