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This study explores students' views regarding how peer influence impacts on their learning of mathematics. Twenty students from four Junior High Schools (12-14years) in Ghana formed the sample for this study. The instruments used for collecting the data were observation and interview. The findings revealed that all the participants have the enthusiasm and willingness to answer questions in class. However, it was interesting to note that all the participants reported that given a wrong answer is something they all try to avoid as their colleagues will mock at them. Students' participation is to a large extent influenced by the kind of feedback they get from their colleagues when they answer a question, as all the participants indicated that they prefer to remain silent than to give a wrong answer. The result challenges teachers' to be proactive in promoting a classroom environment which is free from intimidation and fear of participation. The results also call on teachers and students to see mistakes as part of the learning process and correcting such misconceptions among students lead to the creation of new knowledge.