Health education and health promotion is a  key pillar in the management strategy of physiotherapists. However, due to limited resources and time constraints this is commonly not the first choice of mangement of a physiotherapist. In order to assist the aspects of health education and health promotion,  peer led health education strategies have been recognised as an effective method of providing health education in schools. Although many health education programs for adolescents have used peer educators to deliver information, few researchers have evaluated the effects of participation in educational activities on the peer educators themselves. Thus the aim of this paper was to report on the peer educators  experience in implementing a health education program focussing on risk factors for non-communicable diseases in South African schools as well as their experience with interacting with the students. This study employed a qualitative approach to explore the views of peer educators. Peer educators from identified schools in the Western Cape, South Africa were identified and purposively selected to participate in this study. Post matriculation learners from identified schools were identified and approached to participate in the study. Data for the study was obtained from informal discussions with peer educators, educator review forms and in-depth interviews. Information from the interviews was transcribed and thematic interpretive analysis was used. Ethical approval was obtained from the UWC and permission to conduct the study was obtained from the Department of Education. Three main themes emerged (1)challenges in implementing the health education program, (2) Personal growth of peer educators and (3) experience of interacting with other young people. Each theme contained a number of categories. The findings suggested that although the peer educator enjoyed the process and experience, there were several personal and logistical challenges with implementation of such programs in schools. However, despite the challenges the value of peer educators and the experience gained in sharing knowledge on risk factors for NCD cannot be undermined. This is significant for physiotherapy practice where the limited number of physiotherapists in countries, does not allow the profession to reach the masses and through training peers in the school system we can get the message of prevention and health promotion across effectively.