Early academic success is a key predictor of student retention, yet many first-year accounting students face significant challenges adjusting to university study. While the benefits of peer tutoring are well established in other disciplines, evidence within higher education accounting remains scarce and fragmented. Guided by Transition Pedagogy, this study examines the impact of a structured peer tutoring programme on both academic performance and the lived experiences of participating tutors and tutees. Drawing on data from multiple cohorts over five semesters, peer tutees consistently outperformed their non-tutored peers in final examinations and were better able to sustain performance from ongoing assessments into high-stakes finals. The greatest benefits were observed among students who engaged with the program regularly across the semester. Qualitative feedback from tutees highlighted that peer tutoring enhanced their understanding of fundamental concepts, improved problem-solving skills, increased confidence, and fostered a sense of belonging. Tutors described gains in technical knowledge, critical thinking, communication, leadership, and professional readiness. These findings provide compelling, discipline-specific evidence for peer tutoring as an effective transition pedagogy in accounting education, supporting student achievement, fostering academic resilience, and strengthening pathways to retention and progression.