Abstract: In Spring 1996, the Department of Modern Languages at Carnegie Mellon University began an integrated peer writing assistant program, initiated by the Department of English. Since then, writing assistants have been used across three levels (elementauy, intemediate, advanced)of language learning in all seven languages taught at Carnegie Mellon University. Student feedback on the program has been gathered and assessed, both quantitatively and qualitatively. Students indicated that out-of-class peer review is beneficial to them. The writing assistants themselves feel their skills also improve when working with their peers. Instructors appreciate the flexibility of integrating a writing assistant according to the needs and requirements of their particular language(s). In addition to explanations of the data, we offer suggestions for the development, coordination, implementation, and integration of a successful peer writing assistance program.