The instructor-led peer conference, a lesser-known approach to peer response involving both students and teachers, affords significant opportunities for collaborative learning and apprenticeship in the teaching of composition. This article uses sociocultural theories of learning to examine video-recorded episodes from two instructor-led peer conferences. Close analysis reveals how these conferences make visible the negotiated meanings of teachers and students, along with their embodied (and often tacit) practices of writing and response. Through attention to these practices, writing teachers can help students respond effectively to the writing of their peers. (Contains 5 notes.)