The purpose of the study was to determine if peer feedback at midterm helped students improve their teamwork skills, and to identify variations in teamwork skills across course delivery modalities. This study focuses on peer evaluation of teamwork in an introduction to organizational behaviour course required for all business majors. The course is offered face-to-face and online, both of which include the high impact practices of service learning and a team ePortfolio. Findings indicate that teamwork skills, as assessed by peers, increased from midterm to final, which suggests the value of formative peer evaluation. No differences existed between delivery modalities.