Teacher education in design for learning accounts for a wide range of practices. These practices take up evaluation as a critical element of the design process, usually assigning teachers at various phases of the design process to reflect on designs and provide feedback to their peers. This paper explores how to organise peer evaluation through the learning design process by employing the PeerLAND environment. PeerLAND is a learning design environment that aligns authoring a learning design with evaluation in terms of the TPACK framework (Technological, Pedagogical and Content Knowledge). We describe a study in a preservice teacher education context following a convergent mixed-method research design. We address student teachers’ perceived usefulness of integrating design for learning with peer evaluation and their preferences for the peer evaluation context. Our findings indicate that studying, comparing, and evaluating peer designs promote student teachers’ learning design skills. The proposed peer evaluation approach is perceived to support designing for TEL, stimulating reflection, fostering collaboration among designers and promoting review skills. These findings, along with the challenges reported in this study and the student teachers’ suggestions for the peer evaluation context, stimulate momentum for further attention to the learning design evaluation practice.