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The purpose of this study was to examine peer-review and if it affects students’ learning and motivation seen from a student perspective. The study focussed on investigating students’ beliefs in peer-review as a catalyst for increasing students’ awareness of their own texts as well as their motivation of learning.  Another important area was to screen the students’ opinions on giving versus receiving feedback. The study employed a quantitative approach with some qualitative elements, using a survey sent to upper secondary school students in four different classes in the northern parts of Sweden. The survey was distributed individually and anonymously. The findings indicated that students regarded receiving feedback as the prominent way of increasing learning and in some ways also the motivation of learning, whereas giving feedback was regarded as the best way of improving language skills.