Analysis of the **data** also showed common themes between teachers and learners about what motivates them to volunteer to teach. Both groups identified gratitude as a strong motivator. The NPTs cited having previously benefited from teaching provided by peer-educators when they were junior, as being a driver of their involvement in POTP. Interestingly, at the end of the POTP, the exact sentiments of gratitude were expressed by NPLs in relation to the teaching they received throughout the year. About 88% of the learners admitted they would be more likely to become peer-teachers themselves as a result of this experience.