Interpreting students often rely on the feedback of fellow students or “peer feedback” as a powerful tool that helps them assess their own performance. This MA thesis analyses the role of peer feedback as one of the metacognitive tools used in the skill acquisition of conference interpreting at the University of Geneva's Faculty of Translation and Interpreting. Thanks to a corpus of peer evaluations of consecutive interpretations carried out by a group of students during the second semester of the Master's programme in conference interpreting, and a survey on their experience of peer feedback, this thesis provides an insight into how peer feedback is used by interpreting students to acquire and develop their skills.