Following current trends in Europe to focus the quality of students' learning and the outcome of higher education programs, a recent Norwegian policy reform has as one of its important measures to encourage institutions to increase the use of tutoring and group learning. Finding the sufficient resources, monetary as well as human, however, is often a barrier. To meet these challenges the Norwegian University of Science and Technology (NTNU) designed the LAOS-project, a system for training older students as "learning assistants." Talented students, both graduate and undergraduates, are trained to support younger peers in their learning processes. By exploiting group dynamics the learning assistants are also empowered to encourage new pedagogical formats. The training model consists both of more general didactic issues as well as issues more closely related to different subject areas. In particular, supporting group learning is a focus in the program. A tailored follow up of the assistants, locally at each department, is also a part of the training. These follow-up sessions are attended both by the new assistants as well as the faculties in charge of the academic programs. In these meetings a triangular relation often occurs. Learning assistants, faculties and the consultant from the instructional development service join discussions where all parties develop new levels of understanding that stimulate better classroom practices. A main goal for the project is to encourage change in educational approaches at the classroom level. Another way of achieving this goal is through the selection process. Learning assistants are a scarce resource at the university. Applications from faculties and departments to have their students participate are thus evaluated on the basis of how the assistants' future roles will support new learning formats. The paper gives an outline of the local setting and the rationale behind the project. Some of the lessons learned will also be shared. Peer assisted learning is well documented in the literature. Both cognitive psychology and socio-cognitive theory support the idea of peers learning together. A congruent language, near-similar understanding of subject matter and a feeling of sharing the task oftentimes seem to build strong learning communities. Learning in these groups is often complementary to faculties' teaching in the lecture hall. For this reason the learning assistant project is both economically profitable and intellectually advantageous. The idea of using students as assistants with varying tasks and responsibilities in educational programs is not new. Locally the Norwegian University of Science and Technology has (Next:') a long tradition of using students in similar roles, and comparable measures can also oftentimes be found in other institutions. Students acting as tutors in problem-based learning tutorials also fit into this picture. Rooted in a slightly different tradition as apprentice teachers, graduate students in the US are employed as teacher assistants. In this context, scrutinizing the novelty of the idea of a 'learning assistant' is both pertinent and necessary. Despite similarities between traditional measures and the LAOS approach, important new developments of the idea of a student teacher emerge in this particular project, thus also endorsing the use of a new label for these students.