This research was to investigate the study by adopting peer mentoring teaching for junior eighth graders in athletic classes' learning of Chinese. Researchers aim to explore the model of peer mentoring teaching and students' Chinese learning effects and learning adjustments. The participants of the study were 24 eighth graders in athletic classes; they were grouped into 12 pairs. By using peer mentoring teaching, the two-stage teaching between master and apprentice lasted 12 weeks. Observation, interview and questionnaire were adopted in the present study. The pretest and posttest of students' Chinese sectional test scores and the revised version of learning adjustment inventories were proofs of the 24 participants' learning effects and learning adjustments. During the study, the researcher kept reviewing, examining and solving all kinds of teaching problems. The findings of the research were described as follows. 1. The strategy of peer mentoring teaching was a valuable operating model. 2. The strategy of peer mentoring teaching could promote students' learning effects evidently. 3. The strategy of peer mentoring teaching could bring differences to students' learning adjustments. According to the results of the study, researchers made suggestions regarding to the practice of peer mentoring teaching for junior high students.