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Studies examining peer review demonstrate that students can learn from giving feedback to and receiving feedback from their peers, especially when they utilize information gained from the review process to revise. However, much of the research on peer review is situated within the literature regarding how students learn to write. With an increasing use of writing-to-learn in STEM classrooms, it is important to study how students engage in peer review for these types of writing assignments. This study sought to better understand how peer review and revision can support student learning for writing-to-learn specifically, using the lenses of cognitive perspectives of writing and engagement with written corrective feedback. Using a case study approach, we provide a detailed analysis of six students’ written artifacts in response to a writing-to-learn assignment that incorporated peer review and revision implemented in an organic chemistry course. Students demonstrated a range in the types of revisions they made and the extent to which the peer review process informed their revisions. Additionally, students exhibited surface, midlevel, and active engagement with the peer review and revision process. Considering the different engagement levels can inform how we frame peer review to students when using it as an instructional practice.