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While research on mentoring has been extensive, research on tiered peer mentoring is limited, particularly at regional comprehensive institutions like ours, where the majority of the students are from populations that are underrepresented in STEM fields. Here, we describe and report preliminary results from our NSF-funded conceptual model "Flight School,” a model that utilizes a tiered peer-mentor structure, allowing students and mentors to engage directly with their learning experience, provide feedback, and make real-time adjustments to their learning process. The tiered structure includes a Pilot (faculty member), one Co-Pilot (peer-mentor), and three Navigators (peer-mentors) in a class. Peer mentors and faculty are trained in community building, communication, lesson planning, and concepts from educational and cognitive psychology. During the semester, faculty and peer-mentor feedback about students’ learning is used to accomplish real-time adjustments in the classroom. We evaluate the effectiveness of Flight School using multiple measures, including curriculum inventories, questionnaires about mentoring, belonging, and motivation, as well as DFW rates. Results from the Flight School model in Anatomy and Physiology and Introductory Biology courses over two semesters showed an increase in learning gains, sense of belonging, engagement with faculty, gains in mentoring skills, and reductions in DFW rates. Anecdotal evidence indicates that peer mentors increased their content knowledge and leadership skills, and had a more enjoyable class. Faculty in Flight School also reported a more satisfying experience facilitating learning experiences. We think that Flight School can emerge as a mechanism to increase minority representation in STEM jobs and careers because it empowers students to advocate for their learning and provides equitable education in groups that have been historically oppressed.