Peer learning programs have been developed to support many introductory science courses by providing additional instruction and engagement. These programs are beneficial to both learners and instructors, providing content learning and confidence and attitudinal gains. There is evidence that the benefits of peer learning are higher when students are taught by a near-peer instructor who is close to the learner in age and experience. Building on this existing evidence, a peer learning program, the Undergraduate Teacher-Scholar (UGTS) Program, was created, involving both graduate student and near-peer instructors teaching in the same discussion or laboratory section. This format creates a vertical learning community within the course structure. The Teacher-Scholar program provides the opportunity to compare the roles of graduate student and near-peer instructors teaching the same students the same instructional material. We report differences and similarities in the perceived roles of the graduate student and near-peer instructors by all of the stakeholders involved in the program. Both graduate student and near-peer instructors are valued by students; however, the near-peer instructors provide mentorship and role model qualities that are not replaced by a graduate student instructor.