The current chapter aimed at investigating language students' perceptions of peer assessment of the group members' contribution to group work. The research context of the study included the department of foreign language education at a state university in Burdur, Turkey. The participants were 35 students enrolled at the third-year class entitled "Teaching Language Skills I," aiming at helping students further their understanding of the theories and principles on which various language teaching methods are based. The data were collected through the semi-structured interviews conducted with the participants, who were asked to assess their group members based on the rating scale determined by the researcher. The overall findings from this small study support the use of self- and peer assessment in group work in tertiary contexts. However, the results also indicated that friendship bias and lack of training/experience played an important role in how the participants rated their group members. The following is appended: Peer Evaluation Form for Group Work. [This article was published in: M.Sowa & J. Krajka (Eds.), "Innovations in languages for specific purposes--Present challenges and future promises" (pp. 329-343). Frankurt am Main: Peter Lang.]