OBJECTIVE To describe the transition from a traditional peer review process to the peer learning system as well as the issues that arose and subsequent actions taken. METHODS Baseline peer review data were obtained over 1 year from our traditional peer review system and compared with data obtained over 1 year of using peer learning. Data included number of discrepancies and breakdown of types of discrepancies. Staff radiologists were surveyed to assess their perception of the transition. RESULTS There were 5 significant discrepancies submitted under the traditional peer review system, and 416 cases submitted under the new peer learning methodology. The most reported peer learning events were perception (45.0 %) and great calls (35.1%). Surveys administered after the intervention period demonstrated that most radiologists felt peer learning contributed more to their professional development and had more opportunities for learning compared with the traditional peer review system. CONCLUSIONS The benefits of instituting peer learning include increased radiologist engagement and education. There may be challenges in the transition from a traditional peer review system to peer learning; however, the process of solving these issues can also result in an overall improved system.