Problem-based or Enquiry-based learning is recognized as a transformative pedagogy, but there is a paucity of research examining group processing, a critical component of this pedagogy. Group processing is a structured approach to peer- and self-assessment that encourages learning that is both self-reflective and collaborative. Students develop the skills of peer and self-assessment, they learn to receive and deliver constructive feedback, and they benefit from continuous assessment. This article presents a mixed method study that asked former students, who had taken an enquiry-based learning seminar within the past 10 years, to reflect on their experience of group processing. Participants concluded that, based on their own experience, group processing is a skill transferable to other contexts and had a significant effect on their university experience.