This paper presents a review of literature dealing with peer coaching as a method for improving the teacher's overall instructional effectiveness, as well as generating teacher collegiality. The articles annotated for this study are organized into four sections. The first section discusses the concept of peer coaching, and the second section presents related models of peer coaching programs. The third section presents examples of various studies conducted in peer coaching which report positive findings. Negative factors and aspects of peer coaching and recommendations for further research are reviewed in the last section. (JD)