The study reports on a collaborative peer teaching experiment conducted with a small group of English language students in a writing class at the University of Technology and Applied Sciences in Oman to assess the effectiveness of peer teaching in enhancing student engagement and learning. The study involved surveying students' experience of teaching their peers and being taught by them in an academic writing class. The survey questionnaire comprised four sections, the first three of which employed a Likert scale where '1' indicated the most affirmative response, while the fourth section was for descriptive data. The findings indicated that students have a positive perception of peer teaching and peer learning, although it appeared that they were more enthusiastic about their role as a peer teacher than as a peer learner. Moreover, the positive response of students towards the potential of peer teaching in promoting autonomous learning satisfied a prime feature of sustainable learning in terms of creating ‘learning that lasts. (Graham, Berman & Bellert, 2015).