Peer feedback can be used to improve students’ writing as well as train students to collaborate with their peers. Peer feedback is especially useful and effective in writing classes as it provides students with immediate feedback from different sources and creates collaborative opportunities. Writing skills can be developed when students give as well as receive feedback. Receiving feedback from peers may seem to be less threatening and be more relevant than getting feedback and comments from teachers and instructors. This exploratory mixed-method study investigated graduate students’ attitudes toward peer feedback within the context of a critical review writing assessment. The study involved a sample of 19 graduate students from a public university in Malaysia. Data collection was conducted through an adapted questionnaire and structured interviews. The questionnaire included 14 statements rated on a four-point Likert scale. Additionally, qualitative data were gathered through structured interviews to gain deeper insights into students' perceptions of the peer feedback process. Majority of the participants revealed that they valued and appreciated the peer feedback activity and it helped them improve their critical review writing. Most of the participants revealed that they were happy taking part in the peer feedback activity as it allowed them to exchange ideas with their classmates. Some commented that by giving feedback to others, it helped them assess and improve their own writing. Integrating and introducing peer feedback into writing classes enhances writing skills. It also helps students to critically examine their own work while providing feedback to others. When structured effectively, peer feedback can foster a positive learning environment and promote the development of higher-order thinking skills. Peer feedback also fosters collaborative learning among students.