Background <p>Significant challenges exist for ensuring adequate clinical placement capacity for medical students within healthcare. Innovative solutions are needed to address these. Near-peer teaching (NPT) may provide educational benefits which extend to both the learners and the peer tutors involved. We designed and implemented a pilot scheme whereby General Practice Speciality Trainees (GPSTs) in the United Kingdom supervised first year graduate entry medical students across six visits to general practice.</p> Objectives <p>To explore the experiences of the GPSTs and the medical students within the pilot study to gain insight into their perceptions of NPT and its delivery within this scheme.</p> Methods <p>A qualitative design using focus groups was chosen to explore the participant’s experiences. The focus groups took a semi-structured format based around questions designed to answer the research aims. Seven out of seven (100%) GPSTs and six out of seven (86%) medical students that participated in the pilot scheme took part in focus groups.</p> Results <p>Data analysis generated three main themes: near-peer supervision benefits GPSTs and students, reciprocal relationships are significant to the educational experience and the organisation of the project and placements is key to success.</p> Conclusions <p>The experiences of GPSTs and medical students were positive, highlighting particular benefit of a longitudinally developed near-peer relationship. If similar findings were replicated on a larger scale and across institutions, this would add confidence for the role of GPSTs in teaching medical students during clinical placements, which could in turn improve training capacity.</p>