A peer coaching approach was developed for use in the Multidisciplinary Diagnostic and Training Program (MDTP) at the University of Florida, in collaboration with Old Dominion University in Virginia. The MDTP provides diagnostic services to elementary-aged children with learning, behavior, and/or medical problems. The peer coaching model includes the three stages of planning/discussion, observation, and feedback. Teacher trainees shadow the MDTP teachers and learn the techniques of observation and coaching/feedback first hand; trainees are also placed in the role of teacher and coached in the same manner as the MDTP teachers. Teacher behaviors are observed and recorded, observations are tallied and reliability is calculated, and a coaching/feedback session is conducted. After review of the observational data, the teacher selects one behavior to increase or decrease in frequency. Peer coaching has been found to be an effective method for improving the training of preservice teaching personnel and enhancing the professional competence of classroom teachers. By reviewing their own teaching techniques and exploring alternatives in a nonjudgmental atmosphere, teachers and trainees have an opportunity to reflect on their teaching, experience feedback, and formulate hypotheses about the process and outcome of their instructional endeavors. (JDD)