This document outlines an approach to collecting and processing data for both professional development and course improvement. The approach, which combines elements of evaluation and research, is referred to as an instructional audit. Data collected during the audit addresses the following basic questions: (1) What does the teacher intend to teach? (2) What does the teacher actually teach? (3) What does the student perceive he learns? (4) What does the teacher perceive the student learns? These four audit questions give the audit a systematic, comprehensive quality not shared by many other evaluation and observation schemes. The audit's other atypical characteristics include its emphasis on curriculum content and its provision for collecting student perceptions of learning. How closely a teacher's perception of what a student learns corresponds to the student's perception of what she or he learns, and to what extent does the teacher actually teach what he or she intended to teach, are the fundamental questions the instructional audit is designed to answer. (JD)