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This study investigated the role of grammatical feedback on essay writing by peers in an advanced English language learners' classroom in a high school. Eight English language learners (ELLs) from Hmong and Spanish-speaking backgrounds participated in the six-week study. Students were taught indirect and direct grammatical feedback techniques, which they used to provide peer and self-feedback on essays written in class. Questionnaires administered to the students, essays written by the students, feedback logs used by the students, and field notes recorded by the teacher-researcher provided information to answer five guiding research questions to determine if using peer feedback in the teacher-researcher's classroom was effective. The results of this study suggest that implementing grammatical feedback by peers on essay writing in the high school ELL classroom is a worthwhile activity however, students should also be allowed to self-edit their writing instead of participating in peer feedback activities if they choose.