Peer-assisted strategies foster learning in science courses. This article outlines a cross-year, peer-assisted learning program in a Human Anatomy and Physiology 1 course. The aim of this 2-year study was to implement the program and evaluate it on the basis of student performance and feedback. Former students were hired each year to lead optional discussion sessions. Student attendance was positively correlated with higher course averages and overall grade-point averages yet limited improvement in posttest scores. Students favorably evaluated the program and suggested improvements. Biology educators would benefit from a central interactive database devoted to peer-assisted learning in our discipline.