Learning how to solve problems using computer programming is very challenging for beginners. Supplemental instructors (SIs), who lead tutoring sessions outside of normally scheduled class time and are usually peers of the students they tutor, can be of great assistance. However, since these tutors are also taking classes themselves, it can be difficult for them to juggle the demands that are placed on their time. This research investigates the impact and pedagogical efficacy of the presence of SIs in the classroom during the normal lecture. We present a detailed comparative examination of academic outcomes and student experiences for two sections of an introductory programming course that uses Python as the programming language: one with SIs in attendance and one without. Our counterintuitive findings suggest that these mentors can have the same positive impact on their mentees without attending lectures along with their mentees. The results can inform future expenditures in time and resources when considering how best to provide supplemental assistance, particularly as related to introductory computer programming courses but with implications for other courses as well.