This paper is part of a larger project which explored the impact of writing across institutional boundaries via e-mail on freshman students enrolled in several schools and universities located in Tennessee--Bryan College, Columbia State Community College, and Middle Tennessee State University. The paper explains that in addition to their regular peer groups, for this project, the students were also assigned to electronic peer groups, and rather than meeting for face-to-face reading of essays, students had to e-mail their essays to members of their group and respond to the essays of their peers by reply message. The paper reports the findings regarding the manner in which this process affected student perceptions of each other and themselves over the course of the project. It includes the students' comments and remarks on their experiences during the project. The paper states that requiring students to write across institutional boundaries to enhance audience awareness was, in the opinion of the project collaborators, a success. It cites agreement among the writing instructors guiding the project that audience adaptation is one of the most sophisticated aspects of effective writing and the hardest to learn--they were pleased to see evidence of that adaptation in their students' writing. (NKA)