How can we teach better while still learning ourselves? This presentation outlines a narrative inquiry exploring how near peer teaching (NPT) can be optimised within rural clinical placements, particularly between senior-year medical students and those undertaking their first clinical rotation. Medical placements, especially in unfamiliar rural environments, can be daunting. Informal peer support and structured teaching from more experienced students have been shown to enhance engagement and reduce anxiety. As senior-year students, we are uniquely placed to reflect on our dual roles as learners and emerging teachers. Our inquiry will centre on the lived experiences of students participating in a “buddy system” during General Medicine and Emergency Medicine placements. Through guided narrative interviews, we aim to capture personal stories, perceived benefits, challenges, and opportunities for meaningful teaching interactions. By examining these narratives, we will identify key elements that foster effective peer teaching relationships and propose strategies that medical schools can adopt to better support such initiatives. This presentation will be valuable to educators, students, and curriculum developers interested in improving learner experiences, engagement, and vertical integration within rural clinical settings.