This study proposed a framework for Virtual Peer Learning by testing Peer Learning Model to engineering students at a university in Manila during the second semester of school year 2021-2022. Guided Peer Discussions method was applied using Virtual Think-Pair-Share and Virtual Gallery Walk as teaching strategies. Convergent-parallel mixed method was used to analyze both the quantitative and qualitative data. Quantitative findings revealed that the teacher's instructional strategies had significant relationships both with peer interaction and learning competencies. However, no significant relationship existed between peer interaction and learning competencies. In the qualitative findings, three major themes were defined: peer interaction, students' learning competencies, and teacher's instructional strategies and nine sub-themes emerged in describing the experiences of the participants as exposed to Guided Peer Discussions: collaboration within and between groups, challenges due to time constraints and technical issues, class engagement, skills developed, study habits, teaching methods, creating a safe environment for questioning, learning materials, and sustainability. The findings in this study provided valuable input in the development of the Virtual Peer Learning Framework.