The purpose of this study was to determine the effect Teachers Teaching Teachers, a staff development project incorporating peer coaching methods, had on public school educators' attitudes and beliefs toward various personal and professional components. Forty-four teachers, administrators, and other school personnel participated in the Teachers Teaching Teachers project from February, 1986, to May, 1987. All project participants were given eight separate pretest and posttest versions of both the Likert Bipolar Attitude Inventory and Osgood's Semantic Differential Scale. Mean pretest and posttest scores were compared to determine project effectiveness. The results indicated that pretest-posttest gains were obtained in seven of the eight desired outcomes, four of these were significant. One measure showed a decrease in posttest score, but this difference was not significant. Overall, the results supported the effectiveness of Teachers Teaching Teachers in enhancing educator attitudes and beliefs. Copies of the instruments are appended. (Author/JD)