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More and more research is being produced suggesting that peer-to-peer learning is an aid to learning in the classroom. It has shown to be effective in settings from high school to higher education. However, very little has been recorded regarding this approach in public engagement, specifically in regard to teenagers passing on knowledge to younger children. This would provide us with a unique opportunity and allow us to share our skills more widely. Therefore, would using peers to pass on this knowledge in a public engagement setting work? Would the peer practitioners themselves find any benefit to such an endeavour? In this study, we took a group of 14-year-olds from a local high school in a disadvantaged area and gave them training in public engagement techniques from experienced practitioners. These transferable skills were designed to enable the teenagers to not only grow in confidence but to think of more artistically about how they delivered information. Therefore, practitioners enlisted to teach these teenagers had a plethora of talents – such as a science magician and a poet. The teenagers were then given an opportunity to use these skills to teach 0 to 12-year-olds science activities about the human body at a unique science event. They were given the basic outline of these, which were a mixture of traditional science experiments (e.g. using vinegar to simulate stomach acid) and crafts (e.g. making edible blood). The teenagers were asked to go away and use their newly found skills to present this information. This was a huge success, and they came up with novel ways to deliver this information to younger children. For example, one group made up a dance for the children to remember the different parts of the brain. In this study, we take a look at this event from the teenager’s perspective and how this event has made a lasting impact.