Background: Peer Code Review (PCR) is one of the student-centric approaches which opens a dialog between teachers and students for enhancing the learning experience. In this way both students and teacher work together to meet the Intended Learning Outcomes (ILOs) of the subject. It is also evident that students spend some extra effort and time deepen their knowledge on the topic when they perform PCR. Context: This paper presents a case study on PCR conducted in TDT4165 "Programming Languages" in fall semester 2023 at NTNU. The purpose of this study was to provide the students with a hand-on-experience of reviewing one of the codes of their peer and study the impact of this practice on their engagement and knowledge level in the subject. Method: A survey was conducted using Nettskjema software with the student consent. The survey consists of three phases of code review 1. Presage 2. Process and feedback generation and 3. Reflection on the PCR. The survey was consisted of open ended and Likert scale questionnaires. For open ended questions we applied the thematic analysis. Likert scale questions were analyzed by descriptive statistics. Objective: More precisely we investigated RQ1. How does the PCR activity impact the students’ engagement in the course? RQ2. How does the PCR activity impact the students’ assessment of their own work? RQ3. How do the students rate the importance of the various PCR issues? Results and contributions: In this paper we are presenting the survey results and demonstrated how PCR activity can contribute to achieving ILOs of the subject. We also showed that PCR not only increases the engagement in the course but also changes the perspective of student towards their own assignment.