This research paper explored the peer review strategy's use at the university postgraduate classroom level for enhancing students learning and quality teaching. A phenomenological study design was adopted to capture the experiences of the teachers and students. The findings indicated that peer review enhances students' understanding of curricular tasks, ability to review their own work, and ability to provide constructive feedback to others. While peer review improves one's reasoning, writing, and communication skills, in contrast, students also experience negative behaviors during peer reviewing tasks such as lack of attention related to process, biasedness, favoritism, a lack of patience, and improper language usage. University postgraduate students must be trained in peer review training because it enhances their analysis capabilities and productiveness and promotes academic integrity and ethics among students, while teachers can benefit from enhanced teaching quality.