The aim of the current study was to identify the effect of using hybrid peer-mentoring in the Curriculum course to develop EFL student teachers‖ curricular knowledge and digital literacy. The participants of the study were 68 fourth year EFL student teachers at the Faculty of Education, Minia University. The quasi-experimental design was adopted with one group serving as the treatment group while the other serving as the non-treatment group. They participated in the field study which took place in the first term of the academic year 2020/2021. Three instruments were used to collect quantitative data to measure the effect of hybrid peer-mentoring training: a curricular knowledge test, a digital literacy test, and a digital literacy questionnaire. In addition, selfreports provided qualitative evidence to support the data from the tests and questionnaire. The findings of the study revealed statisticallysignificant differences due to the training favoring the treatment group in the post-tests of curricular knowledge and digital literacy as well as the digital literacy questionnaire. The qualitative results were in alignment with the quantitative evidence and shed more light on the value of