The purpose of the present study is to find out whether the use of peer feedback activity in writing classes could reduce the writing anxiety levels of pre-service teachers of English in Turkey. In total, 26 students participated in the study lasted for 2 academic terms in 2019-2020. During the study, after each writing assignment (8 writing assignment), peer feedback forms prepared by the researcher were distributed and the students were paired to give and receive feedback on each other's paragraphs and essays. Both quantitative and qualitative data were collected to support the findings of the study. For quantitative data, the Second Language Writing Anxiety Inventory (SLWAI) (Cheng, 2004) was given once at the beginning and once at end of the study as pre-test and post-test, and results were analyzed by using paired samples t-test. For qualitative data, semi-structured interviews were conducted with the students and the results were analyzed by content analysis. The results of the study showed that the participants have benefitted from peer feedback and it is found that using peer feedback decreased the writing anxiety levels of them.