Eighteen fourth grade students and twenty sixth grade students participated in a study to determine if there was a significant difference in the quality of written composition among students exposed to the peer editing process as opposed to those exposed to teacher editing. The control group consisted of 8 fourth grade students and 10 sixth grade students. The experimental group consisted of 20 students, 10 from each grade. Both the control and the experimental groups were given a pretest consisting of a motivational writing assignment entitled "The Magic Wand." The students were presented a stimulus of a magic wand and brainstormed ideas about magic. From the pretest, errors were tallied in capitalization and punctuation, usage, and spelling. The average number of thought units per sentence was also calculated. Compositions were then given an overall holistic rating. The same motivating creative writing assignments were given to each group, one assignment per week, for 5 weeks. Training sessions of the peer editing process were conducted with the experimental group. Both groups were instructed in the composition process, including sentence combining, mechanics, and organization. Upon completion of the assignments, the writing of the control group was teacher edited and the writing of the experimental group was peer edited. A posttest (a replication of the pretest) was given to determine improvement in the students' writing skills. The results showed that differences were not significant but that the experimental group did show more improvement in mechanics and in the overall fluency of writing. (HOD)