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Peer leadership programs are recognized as high-impact practices that promote student engagement, belonging, persistence, and success in STEM. However, assessment efforts often focus on the students receiving support while overlooking the developmental gains of the peer leaders themselves. As peer-assisted learning becomes increasingly integrated into course-based undergraduate research experiences (CUREs), there is a need to better understand how these experiences foster leadership development and identify the program components that generate meaningful outcomes for Peer Learning Assistants (PLAs). This study examined PLA outcomes within Introduction to Research, a semester-long CURE designed to develop scientific confidence, curiosity, agency, and research skills among undergraduate students. PLAs concurrently participated in the PLA Practicum in STEM Peer Leadership, a structured course emphasizing mentoring, inclusive leadership, peer engagement, collaboration, and reflective practice. Through these experiences, PLAs supported novice researchers while engaging in authentic leadership development within a STEM learning environment. Outcomes were assessed using the Willingness to Intervene Scale in College (WISC), Diversity-Minded Peer Scale (DMPS), Sense of Purpose Measure (SPM), Leadership Growth Framework (LGF), and Student Reflection Guide (SRG). Findings demonstrated growth in leadership identity, mentoring self-efficacy, communication across differences, and the ability to cultivate inclusive and supportive learning communities. Qualitative reflection responses further indicated increased awareness of equity and representation in STEM, stronger commitments to peer advocacy, and greater confidence in facilitating student engagement and belonging. These findings suggest that PLAs are not only contributors to student success but also beneficiaries of a high-impact educational experience. Intentional leadership training, guided reflection, and authentic mentoring opportunities appear to be key mechanisms driving these outcomes, highlighting the value of centering PLA development within CURE-based STEM programs.
