We implemented peer instruction in an introductory level conceptual physics course for nonscience majors on the basis of the success others reported with this method. We expected to see that learning from peer conversation, as evidenced by answering conceptual questions correctly following discussion, would correlate with course grade, but we did not observe any link. We did, however, note moderate correlation between answering a conceptual question correctly prior to peer conversation and course grade, indicating that although peer conversation improves the interactivity of a lecture course, interaction may be more important than arriving at the correct answer. (Contains 1 table and 2 figures.)