Many student assessors experience low self-efficacy in giving feedback through peer assessment. The purpose of this qualitative interpretative phenomenological study was to examine the self-efficacy experiences of online graduate student assessors who supplied feedback through peer assessment in an online Master of Arts (MA) in Art and Design program at a university in the southeastern United States. Eight online graduate student assessors shared their self-efficacy experiences about supplying feedback through peer assessment during semistructured one-on-one interviews. The interview questions were based on Bandura's (1986, 1993, 1994) self-efficacy theory, which is the personal judgment of one's ability to achieve a task. The interview questions examined online graduate student assessors' mastery experiences, vicarious experiences, social persuasion experiences, and affective state experiences to give feedback through peer assessment. The data revealed themes of enactive peer feedback learning, writing confidence, peer collaborations, self-fulfillment, and peer feedback guidelines. This study's conclusions included the following: 1. Online graduate student assessors are willing to learn to give feedback through peer assessment and persist through challenging experiences to evaluate their peers' artwork. 2. Online graduate student assessors function as peer supporters. 3. Online graduate student assessors have empathy for their peers' feelings. 4. The emergent themes from this study may strengthen online graduate student assessors' self-efficacy to give feedback through peer assessment. Future researchers may want to consider interviewing 12 to 20 participants to explore future topics about online graduate students' self-efficacy experiences with giving feedback through peer assessment in other academic subjects such as English, math, and science. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]