The purpose of this study was to explore the experience of Gaelic Games first-year student-athletes engaged in a formal mentoring programme. The primary purpose was to identify the effectiveness of peer mentoring for student-athletes transitioning on dual front, while the secondary purpose was to explore programme design. A mixed methods research design was adopted. Mentees (n = 62) representing the four Gaelic Games field sports completed the Athlete Mentoring Questionnaire, then analysed using ANOVA’s. While mentees (n = 32) and mentors (n = 7) engaged in focus groups, which were analysed using Reflective Thematic Analysis. Quantitative results indicate that mentoring had a positive impact on psychosocial and instrumental mentoring functions. Qualitative results explored a) the importance of dyad matching, b) the mentoring process, c) mentor characteristics and motivations and d) the holistic benefits to mentees. Consequently, the findings have implications for the implementation of mentoring programmes in different settings.