This study investigated the extent to which the uptake of peer-feedback of 10th grade students (N = 160, age range = 15–16) related to intrapersonal factors (error tolerance, feedback tolerance, and writing self-efficacy) and interpersonal factors (feedback provider's language skills, as perceived by the feedback recipient). Two groups of students received similar feedback on their writing performance, provided by trained research-assistants. Half the students was led to believe that feedback was provided by a peer perceived to have stronger language skills than their own, whereas the other half was led to believe that feedback was provided by a peer perceived to have weaker language skills than their own. Results showed that (1) error tolerance was related to feedback tolerance, (2) perceived language skills of the feedback provider positively related to the uptake of peer-feedback on writing style, and (3) error tolerance, feedback tolerance, and writing self-efficacy did not relate to peer-feedback uptake. These results emphasize the central role of errors in peer-feedback processing and they imply that the importance of interpersonal factors should not be overlooked when predicting or explaining peer-feedback uptake.