<roman xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><b>Introduction:</b></roman> Technical writing is an essential skill set for engineering students. Many studies have been conducted, but very few have used experimental or quasiexperimental design to identify an optimal instructional method in a technical writing class. <roman xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><b>Situating the case:</b></roman> Team-based learning (TBL) is a well-structured learning method that prior studies have found to enhance students’ academic performance. TBL includes individual and collaborative learning activities from lower to higher cognitive levels. Peer leadership, as evidenced in other studies, uses appointed student leaders to promote equal and active group participation and shows a potential to solve the gender issue found in engineering class collaborations. <roman xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><b>About the case:</b></roman> In this case, we infused peer leadership in TBL in three technical writing sessions of an engineering lab class. Appointed student leaders were responsible for initiating and sustaining discussions, asking each group member's input, and seeking collective decisions on solutions. The other class used traditional TBL activities. <roman xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><b>Methods/approach:</b></roman> Nonparametric analyses were conducted to compare students’ technical writing skills and self-efficacy, as well as gender differences in two classes. <roman xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><b>Results/discussion:</b></roman> Students in the peer-led TBL class showed better technical writing skill retention than their counterparts in the traditional TBL class. The gender difference was identified in the traditional TBL class. However, we did not find any difference in students’ self-efficacy between the peer-led and traditional TBL sections, though both observed a significant improvement at the end. <roman xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><b>Conclusions:</b></roman> We suggest studies with large sample sizes and equal distribution of female and male students.