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Despite being the largest resource available to most campuses, students are seldom involved as active participants in institutional change efforts. Previous work suggests that peers are the number one resource for students, providing support and information regarding academic courses, as well as advice, help, and emotional support. This supportive resource can be formalized through undergraduate peer-learning roles like Learning Assistants (LAs) and Peer-Led Team Learning (PLTL). These “Peer Coaches” partner with instructors to promote active engagement in service courses, typically undergoing some pedagogical training focused on facilitating student discussion. However, the partnership can be extended to include Peer Coaches as partners in curriculum development, program coordination, metacognitive mentoring, and feedback. In this way, rather than being treated as merely recipients of institutional change, students can partner actively with instructors to carry out, develop, and sustain institutional change. This article describes the various roles assumed by Peer Coaches as part of their involvement in an interdepartmental pedagogy course and how their efforts support broader institutional efforts to transform gateway STEM courses.