Based on perceived student resistance to peer review, we conducted a study to lessen this resistance and demystify the writing process for STEM students. While many composition theorists advocate for peer review in the classroom, its application at a STEM institution remains underexamined. To foster student engagement with peer review, we implemented a variety of strategies, most notably assessment, peer review templates, and cross-class peer reviews. We found these strategies resulted in greater engagement and confidence in the peer review process, as well as a recognition that it's an essential component of writing.