The transition from upper secondary education to tertiary education is a crucial node of awareness and empowerment that, if not managed correctly, can give life to "university drop-out". This contribution examines one of the strategies implemented by universities to handle this phenomenon: peer mentoring activities. The degree course in Education at Sapienza University of Rome has been promoting research exercises as adult education and orientation strategy. Those are laboratory experiences dedicated to students enrolled in the first year and are guided by a professor-tutor and a mentor, who is a “senior” student. The mentors act as mediators, planning and managing the activities with the professor. The paper presents focus groups results carried out with mentors. Particularly, focus groups investigate perceptions of their role, research exercises organization, weakness, strengths and the importance of peer-tutoring at university.