Peer response is a strategy frequently used for improving the quality of students’ writing both in L1 and L2 writing context (Paulus, 1999; Baker, 2016). Studies has investigated how peer response impacts students’ writing influence of peer response on revisions in student writing in ESL context (e.g. Paulus, 1999; Min, 2006; Ting & Qian, 2010; Baker, 2016). However, most of the literature focuses on how peer-response influences student revisions in second-language learning context (Baker, 2016). This study addressed the gap in the literature by analyzing student revisions after peer-response in a writing classroom adopting multiple-draft approach in L1 writing context. The study also explored how L1 writers perceive peer response in writing classrooms. Using Faigley & Witte’s (1981) taxonomy of revisions, 31 undergraduate students’ essay drafts were analyzed quantitatively to explore how L1 writers revise their essays after each peer response session. Students were assigned a reflection essay after the writing assignment that consisted of prompts addressing their peer response experience. These reflection essays were qualitatively analyzed and coded based on themes in order to explore students’ perception of peer-response. The results showed that L1 writers mostly make predominantly surface-level revisions in their writing. This finding is consistent with studies conducted in ESL/EFL context (Paulus, 1999; Min, 2006; Ting & Qian, 2010), but vastly different from what has been found in L1 context (Faigley & Witte, 1981; Baker, 2016). This result may be explained by the difference in students’ writing proficiency and how it impacts revisions. It was also found that L1 writers show positive perceptions of peer-response in writing classrooms overall.