Near-peer teaching is an established educational strategy that enhances learner performance, strengthens professional identity formation, and develops teaching skills among medical students. While these educational benefits are well documented, less attention has been given to how peer teaching programs can intentionally cultivate future student educators and educational leaders. As peer teaching initiatives expand across large medical school cohorts, there is an opportunity to move beyond viewing peer teachers solely as instructors and instead create developmental pathways that foster leadership, mentorship, and educational scholarship. This proposal describes a distributed leadership framework developed within a large peer teaching program supporting approximately 270 first-year medical students and 140 peer teachers. A group of 18 selected peer teachers are assigned leadership responsibilities, including communication, mentorship, and operational coordination. These structured roles provide authentic opportunities to develop competencies in leadership, collaboration, communication, and mentorship while supporting the learning community. Faculty maintain responsibility for curriculum design, educational oversight, and coaching, creating a collaborative model that promotes both learner development and program sustainability. Using this established program as an example, the proposal explores distributed leadership as a strategy for developing future physician educators while sustaining large-scale peer teaching programs. It also identifies opportunities for future research on leadership competency development, faculty oversight, and the role of leadership experiences in professional identity formation.