This teacher research shows how peer reviews change draft papers. In the majority of cases, final papers improved in content. The study analyzes data collected from 40 intermediate/advanced nonnative speakers of English enrolled in freshman composition for international students at a large private university. It also examines student reflections on peer review, which indicate that the process is helpful for their writing in many ways. From a Vygotskian perspective, peer review helps students become more aware of their writing needs, and it helps them assume more responsibility for their writing improvement. Further, this research shows ways to train for more successful peer review work, which includes models of helpful student revision comments, and methods to help facilitate better cooperation between peer reviewers. The latter has been seen as essential for successful peer work (Zamel 1985; Anson 1989; Cohen and Cavalcanti 1990; Mangelsdorf and Schlumberger 1992; Nelson and Murphy 1993; Mendonca and Johnson 1994). Ideally, peer review training should also include some cultural awareness training, so that students begin to appreciate the subtle differences in peer responses; this will also be discussed. The teacher-researcher has been using and refining peer review methods for over 6 years, and has confidence in its positive effects on writing improvement. Appended are: (1) Peer Review Training--Autobiography; (2) Peer Review Form--Autobiography; and (3) Student Reflections on Peer Review Information from Partners--Prompt.