Group projects have been shown to be effective for providing peer feedback in classrooms. While students in regular enrollment classes benefit from peer feedback, low-enrollment classes face many challenges. This study compares peer feedback effectiveness between two interior design studio classes with different design projects. In one class, students worked individually and had joint intervention meetings; in the other class, students worked and met in groups of two. The intervention meetings were as effective as the control group meetings for providing peer feedback. Level of work pressure and dedication were seen as comparable by both classes but evident in different phases of the project. (Contains 1 table.)