In this article, we aim to explore the differences in the received peer feedback among successful, less successful, and unsuccessful students in higher education. This exploratory study was conducted in online settings and in the context of argumentative essay writing. In total, 135 undergraduate students participated in an online module and they completed three tasks in three consecutive weeks. In the first week, they wrote an argumentative essay. In the second week, students provided two sets of feedback on their peers' argumentative essays based on the given criteria. In the third week, students were requested to revise their argumentative essay based on the received feedback. Students' success was defined based on their improvements from the original essay to the revised essay. The results showed that unsuccessful and less successful students received more affective and descriptive feedback from their peers compared to successful students. The findings of this study provide practical implications on how peer feedback approaches should be implemented to help students write better argumentative essays in online learning environments. [For the full proceedings, see ED630948.]