Supplemental Instruction (SI) is an academic support program implemented by a South African university for �high risk� courses. The main objective of SI sessions is the development of an informal collaborative learning environment under the guidance of a �senior� student called an SI Leader. An SI Leader is a student who has previously completed the course successfully and can therefore model exemplary practices in chemistry learning. This paper highlights the enactment of the role of SI leader as mentor in the chemistry SI learning spaces. Data was collected using video-recordings of SI sessions and focus group interviews with students. Data analyzed using Bandura�s Social Cognitive learning theory revealed that the SI leader served as mentor to chemistry students with respect to development of critical thinking skills, learning strategies and reflective practice for meaning making in a collaborative learning environment. Further, the data expressed four conditions for effective modelling of SI leader in SI sessions viz. collaboration, retention through rehearsal of information, reproduction of knowledge in the form of reflection and motivation to learn.

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