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Peer learning that focuses on writing and reading has been introduced in Japanese education and implemented in various learning environments. Through various studies, the method has proved its effectiveness on learning and is now widely used and accepted. Peer learning has several pros so is recognized as a learning concept that should be adopted in many areas, not only in English and Japanese education. However, it does not mean that peer learning does not have issues. Issues related to cooperative learning since peer learning was first introduced in Japanese education are still unresolved. Even though successful examples have been introduced in actual practice, the method does not necessarily proceed ideally in the classroom. Studies so far have dealt with some problems in peer learning. However, most of them are limited to speculation from teachers, but only a few are from learners’ perspectives, who are the principle actors in learning. Attention has not been drawn to the state of mind of actual learners, the kinds of problems that occur in peer learning, the quality of effort learners put in, and what measures have been taken to solve these problems. Qualitative research is required to identify in detail the real conditions of peer learning. Therefore, through an interview survey, the kinds of specific problems that occur have been analyzed. Also, research has been conducted into the kinds of effort learners put in to overcome issues when they arise. At the same time, Ishizuka(2016)’s questionnaire survey was conducted for the purposes of confirmation and review. The results of the questionnaire survey were almost the same as those of Ishizuka(2016). However, problems in learner pairs and groups remain unresolved. In the interview, advanced learners and beginners generally gave different answers. Learners pointed to willingness to participate and differences in the language levels of partners or group members as the most difficult hurdles. When forming groups, teachers need to consider intimacy between participants as well as an appropriate balance in language skills between learners. As a result of this questionnaire survey, problems associated with peer learning that learners experience and the real mindset of students have become specific and clear. Peer learning assessment has stood out as a task to be completed, but I aim to find an effective way to improve this teaching method through actual research.