This study is related to one of the teaching models, peer teaching which is used in physical education courses. The fundamental feature of peer teaching is defined "to structure a learning environment in which some students assume and carry out many of the key operations of instruction to assist other students in the learning process". The aim of this study was to examine the effects of peer teaching on the university students' achievements in cognitive, affective, psychomotor domains and game performances in volleyball courses. The quasi-experimental design was used in this study. The study involved seventy second and third grade students at Abant Izzet Baysal University (AIBU), the School of physical education and sport. The sample consisted of 46 males (%65.7) and 24 females (%34.3) from the department of teaching physical education and department of coaching education. The data was collected by means of the volleyball achievement test, volleyball skills observation forms, attitudes towards volleyball course scale and game performance assessment instrument. The 3x2 (Treatment condition: experimental I, experimental II and control x Time: Pre/Post test) repeated measure analysis of variance and one way analysis of variance were used to analyze the data. Findings indicated that there was a significant time X group interactions for cognitive domain. The same age peer teaching group improved their cognitive scores over a time more than CWPT-PE group. On the other hand, there were no significant time X group interaction effects in psychomotor, affective domains and game performances. According to the results of the study, it can be concluded that using different instructional models in volleyball classes improved students' achievement in cognitive, psychomotor domains and game performance but not affective domain. The present findings mean that at the university level, both teacher centered and students centered teaching have similar effectiveness in domains of learning in volleyball course.