Only a few instances of empirical research examine what the students themselves think of their participation in peer review. Perhaps because peer response is practically instinctive to those who teach writing, few have felt the need to study the student perspective. Instead, studies have focused on the quality of peer comments, their effect on the revision process, and the best methods for conducting peer review. A few studies have indeed examined student attitudes, but within the last decade, in particular, these studies have focused on second-language (L2) writers. Such focus provides valuable insight for both first-language (L1) and L2 teachers, but an examination of specifically L1 environments provides a useful comparison to L2 studies. This lack of knowledge of student perception of the peer review process coupled with a concern about the difficulties inherent in group work motivated this study. In this article, the authors report the results of faculty and student surveys from one university as a way of revisiting peer review and its value to the writing process. (Contains 3 tables and 7 notes.)