Within Psychology many students reportedly experience statistics anxiety with large proportions failing to make the connection between learning a science subject and conducting and analysing research (Onwuegbuzie & Leech, 2003). The current project employs second and third year psychology students, who have an interest in psychological science research, to provide mentoring to first and second year students in order to enhance levels of support and confidence whilst decreasing anxiety. Mentoring has become increasingly popular in Higher Education as a route to enhancing academic performance and retention (Collings, Swanson, & Watkins, 2015). The Stats Mentor scheme is, however, specific to a particular issue within Psychology rather than generic mentoring programs that are provided nationally and internationally within Higher Education. This paper presents reflections on the development of the scheme, selection and training of mentors and some of the difficulties faced so far. Additionally the paper considers the mentors perspectives of the benefits of the scheme and what they have learnt. It is hoped that the scheme will continue and flourish as many mentors and mentees have highlighted the benefits they have experienced.