Purpose: More than 95% of first-year students at the Cincinnati College of Medicine use tutoring services. To expand proactive learner support while creating a sustainable alternative to a fully paid tutoring model, we created Teaching in Medical Education (TiME), a longitudinal elective that prepares students as near-peer educators. TiME provides a pathway for students to experience curriculum development, strengthen leadership skills, and develop as educators. Methods: M1 students accepted into TiME first learn about learning theories/strategies, instructional design, and peer facilitation. In M2, they apply this foundation through small-group, near-peer teaching. In M3 and M4, students may continue teaching, mentor junior participants, and/or complete curriculum-development projects. [The 160 hours of work yields four weeks of M4 elective credit.] Impact: Now in its fifth year, TiME has expanded from a tutoring initiative into a learner-led educational development program. Its activities support junior learners while providing TiME student-teachers with authentic opportunities to apply educational theory and develop as teachers. Student-created initiatives include: a five-part gross anatomy practice exam series (assessment item writing), ultrasound learning sessions (skills facilitation); M4-to-M1 mentor program; the creation of a trauma-informed clinical skills case (case-based simulation); and developing teaching philosophy statements. Subject-specific, near-peer teaching remains a core component of this elective (instructional design, teaching practice). Together, these activities provide proactive academic support while enabling TiME students to teach, receive feedback, mentor others, and contribute meaningfully to curriculum improvement. TiME’s five-year evolution demonstrates the value of a longitudinal program that integrates collaborative learning, mentorship, professional identity formation, and student partnership in curriculum development.