For a variety of reasons, including overemphasis on professional autonomy, many classroom teachers experience disillusionment and feelings of isolation. This paper explores teaching clinics as a way to break down barriers and foster dialogue among teachers. The Schenley High School Teacher Center in Pittsburgh, Pennsylvania, developed a teaching clinic where all district secondary teachers attend an eight-week professional redevelopment program. The clinic involves groups of six teachers who observe a teaching episode, collaboratively analyze observation data, and provide the focus teacher with feedback. The process is facilitated by two specially trained clinical resident teachers, a clinical coordinator, and four visiting teachers with effective teacher training. The program emphasizes peer interaction and has elicited favorable responses from participants. The recipe for program success includes: (1) adequate preparation (immersing instructional and administrative staff in discussions and inservice sessions on relevant topics), (2) organizing the ingredients (instructional leadership, an adopted instructional model, training, interaction opportunities, and competent facilitators), (3) mixing thoroughly (promoting teacher interaction, involving administrators, stimulating opportunities for peer observation and feedback and other activities), and (4) simmering gently (sustaining a caring, nurturing ambience). Attached is an outline of the three phases of a teaching clinic and 18 references. (MLH)