Success in higher education is a challenge, particularly for first-year students and adult returners. This exploratory research examines the effectiveness of peer teaching as a methodological support device. A study was carried out at the Haute École Francisco Ferrer (Belgium), where 15 third-year students coached 30 first-year students through six themed sessions on note-taking, time management, class participation, managing stress in the academic process and exam preparation. The mixed analysis, combining quantitative data (questionnaires) and qualitative data (interviews and observations), revealed a significant improvement in first-year students’ sense of competence (+ 1.5 points on a scale of 5), better time management and a positive impact on their motivation. Coaching by more experienced peers also promotes autonomy and academic success. For tutors, the experience enhances their ability to synthesize information and their sense of pedagogical responsibility. However, challenges remain, notably time management and the need for prior tutor training. These results confirm the value of collaborative learning for the integration and retention of students in higher education. To optimize this approach, longitudinal follow-up and increased institutional support are recommended.