With the increasing number of English language learners in global classrooms, it has become more and more difficult for teachers to maintain their role as the primary communicator with students via one-on-one interactions. As a result, teachers often assign duties to their students. This change of power may be difficult for teachers and students who prefer to play traditional roles, but the new classroom dynamics can be beneficial. One area that can benefit from this sharing of roles is peer review and feedback. Many writing specialists recognize the need for teachers to train students to provide effective feedback to their peers or at a minimum provide them with instructions on how to properly conduct peer reviews. In order to accomplish this crucial component of peer review in the classroom, the author spent many hours planning and executing peer-review training to a class of 25 intermediate and upper intermediate English as a foreign language (EFL) students of mixed first languages at a university in Europe. This article can guide writing instructors through the training and writing exercises he utilized to empower intermediate-and-above students to become competent peer reviewers. A peer review feedback sheet is provided.