This paper presents a qualitative study conducted with faculty members who participated in a project funded by the National Science Foundation focusing on student development with Calibrated Peer Review (CPR)[TM], a web-based tool created to promote writing and critical-thinking skills. The purpose of the study was to gain an understanding of faculty members' thoughts and opinions about CPR. Interviews with 12 faculty members--six in biology, three in physics and three in mathematics--were audiotaped, transcribed and analysed. Findings revealed various aspects of instructors' experiences, thoughts and opinions regarding CPR. Findings provided information about how instructors used CPR, how CPR helped their teaching and enhanced students' critical-thinking skills and writing skills, and positive and challenging aspects of CPR, as well as various observations and suggestions for others using CPR.