Two hundred questionnaires were sent to high school speech teachers in Texas to determine their attitudes toward peer evaluation, a method of critiquing speech class activities. Results indicated that these teachers are familiar with and use peer evaluation and that they do favor it as an evaluation technique. Women used peer evaluation more than men, and teachers with more experience used peer evaluation more than those less experienced. Peer evaluation was used most for speeches and oral interpretation and least for parliamentary procedure. Peer evaluation helps students learn the criteria upon which an oral presentation is evaluated, keeps the students busy, and helps the students become better listeners. Its values outweigh its drawbacks.