Prior research suggests that Academic Program Review (APR) is most effective when it is a systematic process that supports program improvement. One potential way to increase faculty involvement in comprehensive APR processes is by engaging faculty members as internal peer reviewers (IPRs). This qualitative study investigated faculty members' experiences as IPRs of academic programs within their home institution but outside of their own departments. Semi-structured interviews were conducted with 14 faculty members at a public, research-extensive university who served as IPRs. Data analysis suggests that faculty members who engaged as IPRs: (1) gained a deeper understanding of the APR process; (2) learned more about the work of other departments on campus; and (3) learned how to more effectively discuss and engage in assessment within their home departments. Suggestions are provided for structuring APR processes in ways that may further develop and promote a positive culture of assessment.