This paper reports on some speculations arising from a long-term research project which utilizes data from teachers' autobiographies in understanding the nature of teachers' knowledge and development. The work is part of an increasing body of research which uses biographical methods to aid in understanding teachers' lives, careers, cultures, and life worlds. At the beginning of the paper in understanding is used to provide a human and personal example in which a discussion of teacher development may be grounded. Following this, the general characteristics of how teacher development occurs, and under what conditions, are considered as discerned from a study of over 75 teacher autobiographies. Finally, the autobiographical approach is examined for its potential for self-initiated, peer-assisted teacher development. A university course in the construction of autobiographies through dialogue and discussion is described which seemed to demonstrate that, while autobiography is a fundamental form of personal and professional inquiry, it can be done more easily when supported and catalyzed by colleagues. The potential for collaborative autobiography for team building and mutual bonding at the school level is also explored and it is concluded that collaborative authobiography provides a facilitative context for staff development that can be adapted for school-based projects and collaborative action research. (JD)