A study investigated whether the makeup of peer editing groups in a Japanese junior college Academic English writing class had an effect on students' writing apprehension or grades over the course of a 10-week semester. Subjects were 29 first-year students from an intact Academic Writing class, with similar levels of English proficiency. Students were administered a 26-item writing apprehension questionnaire on the first and last days of the semester. The instrument assessed students' enjoyment of writing, self-perceptions of ability, attitudes toward evaluation, and willingness to show their work to others. Based on the first administration of the questionnaire, students were placed in peer editing groups that were high-apprehensive, low-apprehensive, mixed-apprehensive, or control (moderate-apprehensive). Comparison of pre-semester and post-semester writing apprehension scores and final course grades revealed that while most groups' apprehension levels dropped, the low-apprehensive students' apprehension rose. The mixed-apprehensive group attained the largest apprehension level decline. The high-apprehensive group's apprehension level also declined significantly. Further study of this issue is recommended. (MSE)