This research investigates the implementation of peer collaboration in writing, alongside teacher feedback, to foster students’ behavioral engagagement with feedback in the context of secondary education, specifically in a senior high school setting. The initial aim of the current research is to identifiy the specific strategy implemented by teacher during peer collaboration in writing, while the later aim is to explore the influence of the strategies towards students’ behavioral engagement with feedback in writing instruction. The researcher accomodate qualitative case study approach and conduct the research over a period of three meetings. Results of the class observation, students’ document analysis, and semi-structured interview expose that strategy implemented by teacher was combining the two types of peer collaboration techniques, including students’ collaborative writing and collaborative revision without peer evaluation, as well as providing detailed feedback as a basis of revision, where the strategies were well-planned. On the other hand, this technique support senior high school students’ active behavioral engagement with feedback, in which students are willing to discuss, make revision, consult to teacher, ask other group, utilize internet sources and grammar book, as well as devote time and effort to respond to teacher feedback. Nevertheless, the findings indicate that both the teacher and students encountered several challenges during implementation, including classroom management issues and varying levels of student competence. However, the study concludes that peer collaboration in writing offers a meaningful space for students to engage deeply with feedback and enhances their willingness to revise and improve their writing.