Many business instructors assign students to project teams and require them to evaluate each other’s performance by using peer evaluations. This practice, the literature suggests, often pressures participants to contribute equitably to the team’s workload and discourages free riders. Despite clear advantages, a preliminary study shows that the effectiveness of peer evaluations in terms of motivating participation and collaboration can vary significantly. This paper presents findings based on student voices that relate their experiences with peer evaluations, and the impact they produce in their teams. A proposition for future testing is also derived from the findings.