Peer review is an established strategy for improving the quality of students’ writing. This study moves beyond the focus on outcomes to assess the peer-review process. In particular, this study focuses on the timing of the peer review, a highly structured feedback form, and student writers’ revisions after engaging in peer review. This study draws from a peer-review assignment conducted over 3 years in upper-division, discipline-specific courses. The data reveal these strategies force students to begin writing earlier in the semester, help the students offer formative feedback to their peers, and encourage students to substantially revise their drafts before submitting the final paper. This study reveals the importance of assessing the peer-review process.