The purpose of this qualitative-phenomenological study was to explore and understand the lived experiences, coping mechanisms, and insights encountered by the junior high school writers in the Division of Davao de Oro when it comes to peer feedback in improving their writing skills. The study was hinged from the information- processing perspective of feedback espoused by Kulhavy and Stock (1989). This study utilized phenomenological approach with 14 participants who were selected using purposive sampling. Data was gathered through focus group discussion (FGD) and in-depth interview (IDI). The results show that the following are their experiences: receiving positive feedback; giving adequate feedback to peers; changing writing behavior after peer feedback; being shy to ask for help from peers; having difficulty in accepting feedback; and building a sese of trust with peers. The ways of coping of the participants were manifested in different forms: seeking clarification and support; managing negative reactions; adapting feedback to personal writing style; and doing extensive study to improve one’s writing. The insights of the participants were also shown in various shapes: peer feedback as a learning tool; peer feedback can be disadvantageous; continue effective peer feedback practice; continue to be open and receptive; and encourage collaborative growth. Reflecting on these results, the study implied that peer feedback is a vital complementary tool for growth of struggling writers. However, it should be coupled with the expert guidance of teachers for peer feedback to be optimally effective; it should not be implemented in isolation. Results also implied that further studies can be conducted to explore the factors and effects of peer feedback among all writers in general.