The Erasmus student exchange and other international student mobility programmes have a proven record in enhancing multilingualism and multiculturalism within European university settings and beyond. Research on the impact of such programmes on the skills and employability of participating students has been widely reported on (European Union, 2014). However, the extent to which studying abroad can significantly modify students’ education and professional trajectory is an area which has received little attention thus far. This paper reports on an initiative which recruits, trains and coordinates Erasmus and international students to act as discussion sessions peer-facilitators (in their L1) at the University of Limerick. After several years of implementation and over one hundred trained facilitators, it has come to our attention that a number of Erasmus participants have decided to change their initial professional plans as a direct result of participating in the peer-facilitation programme. In this study, we will first present a brief overview of the initiative (rationale, implementation and outcomes). We will then detail the profile of the participants who referred to their participation in the project as a turning point in their studies. We will outline our methodological framework based on students’ narratives and interviews. The paper will conclude with a summary of the specific elements of the peer-facilitation experience which triggered the decision-making process regarding the students’ future career path.