This document reports on the results of instructional audits of five classes. The audit is a systematic approach to gathering data on what is taught and learned in classrooms. Data are content analyzed to determine the relationship between such factors as what a teacher intended to teach, what was actually taught, what students perceived they were taught, and what the teacher perceived students learned. The audit commences with a teacher briefing during which the auditor records what is intended to be taught over the course of the upcoming observation period. This permits the auditor to compare this information with what teachers actually teach and the extent to which they may fail to achieve their expectations. Students are interviewed at the end of the observation period, and data is collected on their perceptions. Differences between the teacher's perception of what was meant to be learned and what students appeared to have actually learned are evaluated. At the conclusion of this experiment it was felt that the audit can serve as a valuable component of a personalized professional development program for both preservice and inservice teachers. The primary strength of the audit lies in its subject matter focus, concern with course improvement rather than teacher evaluation, provision for student input, and systematic approach to the assessment of teaching. (JD)