The increased internationalisation of higher education creates opportunities and challenges when planning education for a cross-cultural classroom environment. Students from different nationalities and cultures are brought together for both individual and collaborative learning processes. The pedagogical topic and issues to be discussed are related to the usage of peer assessment of contributions into group projects as a tool for group monitoring and individual learning in a cross-cultural classroom environment. Students at an international master programme in international business strategy in Sweden have reported on their perceptions on both their own and the other group members’ contributions into the group work. The potential contribution and usefulness of such a tool, as well as the usage of group reports in courses with individual grading, will be further problematized and discussed for a cross-cultural learning environment.